Educational innovations for an inclusive learning environment: insights from the teachers’ collaboration through lesson study – Frontiers

 

Report on Educational Innovation for Sustainable Development

Introduction: Aligning Education with the Sustainable Development Goals

In the context of the 2030 Agenda for Sustainable Development, education systems must undergo significant transformation to meet the objectives of Sustainable Development Goal 4 (SDG 4): Quality Education. This goal emphasizes inclusive and equitable quality education and the promotion of lifelong learning opportunities for all. International assessments consistently show an urgent need for innovation to improve student outcomes in foundational skills. Educational innovation is defined as a deliberate effort to introduce novel ideas, methods, or products that transcend incremental improvements and depart from routine practices. These innovations are critical for cultivating the skills necessary for the 21st century, such as critical thinking, problem-solving, and creativity, which are foundational for achieving all SDGs.

While the concept of educational innovation is multifaceted, its core purpose is to enhance the quality and productivity of educational services. This directly supports SDG 4 by ensuring that learning experiences are effective and relevant. Furthermore, a key dimension of this goal is inclusivity, as outlined in Target 4.5, which aims to eliminate disparities and ensure equal access for vulnerable populations, including persons with disabilities. This aligns with SDG 10 (Reduced Inequalities), making the creation of inclusive learning environments a global priority. Key elements of educational innovation that support these goals include:

• Student-centered pedagogy
• Effective integration of technology
• Learning extended beyond the traditional classroom
• Community and professional engagement

Achieving this level of innovation requires robust partnerships, a principle enshrined in SDG 17 (Partnerships for the Goals). Collaboration among education stakeholders—including teachers, administrators, and specialists—is vital for designing, implementing, and evaluating programs that cater to diverse learners. Such collaborations are instrumental in fostering an inclusive culture and ensuring that innovations do not inadvertently exclude vulnerable students but instead provide a comprehensive view of their needs.

Fostering SDG-Aligned Innovation through Teacher Collaboration

The implementation of educational innovations necessitates that teachers adopt new roles and exhibit “innovative behavior,” characterized by the generation and execution of novel ideas. A supportive, collaborative work environment is essential for this behavior to flourish. Teacher collaboration, therefore, is a primary driver of the innovation required to meet the targets of SDG 4. Collaborative activities can be categorized by their level of interdependence:

1. Exchange and Coordination: Sharing resources, discussing student outcomes, and establishing common assessment standards.
2. Professional Collaboration: Deeper engagement through co-teaching, peer observation with feedback, joint activities, and collaborative professional development.

Research indicates that deeper “professional collaboration” is more strongly associated with the adoption of innovative practices. This form of partnership, reflecting the spirit of SDG 17, creates a climate conducive to consolidating individual initiatives, building shared knowledge, and scaling up innovations that promote quality and inclusive education.

Educational Innovations for Inclusive Learning Environments

An inclusive learning environment, which addresses the physical, academic, behavioral, and social needs of all learners, is fundamental to achieving SDG 4 and SDG 10. Such environments enhance academic performance and foster skills like empathy and critical thinking. Educational innovation is a key pathway to creating these environments. However, it is crucial that innovations are designed to be truly inclusive, as some pedagogies can present challenges for students with special educational needs. Key dimensions of innovation that contribute to an inclusive, SDG-aligned learning environment include:

• Student-Centered Pedagogy: Strategies like explicit instruction (e.g., Concrete-Representation-Abstract approach), gamification, differentiated instruction, and embodied learning are designed to accommodate diverse needs, abilities, and learning styles, ensuring no one is left behind.
• Technology Integration: The use of educational technologies and learning analytics can personalize learning, increase access to materials, and inform practice, thereby reducing discrimination and improving retention for disadvantaged students. This aligns with SDG 9 (Industry, Innovation, and Infrastructure) by leveraging technology for social good.
• Learning Space Modification: Flexible pedagogical spaces and class structures, including the contextualization of materials, improve learner interaction and create a supportive, safe environment for diverse learners, directly contributing to the inclusive nature of SDG 4.

Lesson Study: A Framework for Collaborative and Inclusive Practice

Lesson Study (LS) is a model of professional collaboration that fosters deep interdependence among teachers through joint lesson planning, observation, and reflection. This process aligns with the highest level of “professional collaboration” and serves as a powerful mechanism for achieving global education goals. By bringing teachers together, LS operationalizes SDG 17 (Partnerships for the Goals) at the school level to develop innovations that advance SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities). This study addresses a gap in the research by examining the specific educational innovations that promote inclusive learning environments developed by teachers during LS implementations, providing insights into how collaboration can be harnessed to achieve the SDGs.

Methodology

This study employed a phenomenographic approach to examine how collaboration through Lesson Study (LS) enabled mathematics and special education (SPED) teachers to develop and implement educational innovations promoting an inclusive learning environment, in line with SDG 4 and SDG 10. The research focused on the qualitative experiences of teachers as they worked to create equitable learning opportunities.

Data Collection

Data were collected from two LS groups comprising a total of 16 preservice and in-service teachers specializing in either mathematics or SPED. The study sites were schools in the Philippines with established inclusion programs, ensuring the context was directly relevant to the challenge of providing quality education for students with diverse needs, including deafness, visual impairments, autism, and learning disabilities. The inclusion of both mathematics and SPED teachers created a unique partnership, reflecting SDG 17, to address complex educational challenges. Data sources included:

• Transcripts from eight collaborative lesson planning sessions
• Eight jointly prepared lesson plans
• Forty-eight completed observation forms
• Transcripts from sixteen post-lesson conferences
• Transcripts from sixteen post-LS interviews
• The lead researcher’s journal

Data Analysis

A thematic inductive approach was used to analyze the data. The analysis was guided by the sensitizing concepts of “educational innovations” and “inclusive learning environments,” which are central to SDG 4. The process involved three phases: familiarization with the data, development of codes, and the generation of emergent themes through axial and selective coding. Themes were refined until saturation was achieved, ensuring a robust understanding of the innovations developed. The identified themes—student-centered pedagogies, technology integration, and learning space modifications—were analyzed for their contribution to creating learning environments that are inclusive and equitable for all students.

Results: Innovations for Inclusive and Quality Education

The analysis revealed that the collaborative LS process was instrumental in generating educational innovations across three key dimensions. These innovations were specifically developed to create a more inclusive learning environment, directly contributing to the ambitions of SDG 4 and SDG 10.

Student-Centered Pedagogy

The LS teams implemented several student-centered pedagogies designed to engage diverse learners. These strategies represent a practical application of the principles of equitable and personalized learning central to SDG 4.

• CRA Approach: The Concrete-Representation-Abstract approach was used to make abstract mathematical concepts accessible. The use of tangible objects and student representatives captured attention and supported learners, particularly those who struggle with abstract thinking.
• Game-Based Learning: Interactive games with attractive, manipulative materials were used in six lessons to increase student engagement and interest, especially for students with special needs.
• Problem Posing: This form of differentiated instruction required students to create their own word problems, fostering higher-order thinking and allowing teachers to assess understanding and identify learning barriers in a personalized way.
• Arts-Integrated Learning: Embodied learning through song and dance was used to help students recall concepts, enhancing motivation and creativity while making learning more accessible.

Collaboration was key, with SPED teachers focusing on accommodating diverse needs and veteran teachers refining the lesson design, demonstrating SDG 17 in action.

Technology Integration

The integration of technology was a significant innovation aimed at modernizing instruction and bridging access gaps, aligning with SDG 9 (Innovation) and supporting the inclusive aims of SDG 4.

• Use of Educational Technology: Most lessons utilized tools like TV screens, digital presentations, and mobile phones. The use of QR cards for activities, including a paper-based mode, was particularly innovative as it engaged students with relevant technology while addressing the digital divide, a key concern for SDG 10.
• Use of Learning Analytics: In two lessons, the Quizizz application was used for real-time assessment, allowing for efficient data collection and immediate feedback. This demonstrates the potential of data to inform instruction and personalize support for students.

The collaboration between younger, tech-savvy preservice teachers and experienced in-service teachers was crucial for developing these technology-integrated lessons.

Learning Space Modification

Modifying the learning space was another key innovation, focused on creating a physically and pedagogically inclusive environment essential for achieving SDG 4.

• Contextualization of Lesson Materials: Eleven lessons integrated local products, traditions, and places, connecting learning to students’ real-life experiences. This enhanced student interest and ensured materials were culturally and socio-economically responsive, a core principle of inclusive education.
• Flexible Class Structure: Seating arrangements were modified to support students with visual impairments and to facilitate peer-to-peer learning. Desks were arranged in various configurations (rows, groups, U-shape) to promote interaction. This flexibility fostered a supportive and safe learning environment for all students.

Teachers also focused on structuring blackboard content and fostering interactions between students, teachers, and materials, ensuring the physical environment supported the learning of every student.

Discussion: Collaborative Pathways to Achieving the SDGs

This study’s findings illustrate how structured teacher collaboration through Lesson Study can generate educational innovations that directly support the achievement of the Sustainable Development Goals, particularly SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 17 (Partnerships for the Goals).

Advancing Quality Education through Student-Centered Pedagogies

The student-centered pedagogies developed by the LS teams—including the CRA approach, gamification, and problem-posing—are not merely innovative techniques but are practical implementations of the principles of SDG 4. By tailoring instruction to diverse needs, these strategies ensure that learning is equitable and effective for all students, including those with disabilities. The collaboration between mathematics and SPED teachers was critical, demonstrating how partnerships (SDG 17) can build the capacity needed to create truly inclusive classrooms.

Leveraging Technology for Inclusive Innovation

The integration of technology highlights a pathway toward fulfilling the promise of SDG 9 (Innovation) within the education sector. The use of QR cards and learning analytics made learning more engaging and efficient. Importantly, the team’s awareness of the digital divide, demonstrated by their use of a paper-based QR mode, shows a commitment to SDG 10 (Reduced Inequalities). However, the limited use of learning analytics suggests a gap in teacher capacity, indicating a need for professional development to fully leverage technology for equitable outcomes. The synergy between preservice and in-service teachers proved effective in bridging some of this technological gap.

Creating Inclusive Spaces through Pedagogical Flexibility

The modifications to learning spaces, through both contextualization of materials and flexible class structures, underscore the importance of the learning environment in achieving SDG 4. By making lessons relevant to students’ lives and arranging classrooms to foster interaction and support, teachers created a more inclusive and engaging atmosphere. These practices cultivate empathy and understanding, which are crucial 21st-century skills. The deliberate planning of blackboard use and student interactions further demonstrates a sophisticated approach to designing an environment where every learner can succeed.

Conclusion and Implications for Sustainable Development

This study confirms that teacher collaboration, when structured through a process like Lesson Study, is a powerful engine for developing educational innovations that advance the global agenda for sustainable development. The collaborative process enabled a diverse group of teachers to co-create strategies and materials that directly address the call for inclusive and equitable quality education as mandated by SDG 4.

The composition of the LS teams, which brought together preservice, in-service, mathematics, and SPED teachers, exemplifies SDG 17 (Partnerships for the Goals) in practice. This multi-perspective collaboration was instrumental in designing innovations that were not only pedagogically sound but also deeply inclusive, thereby contributing to SDG 10 (Reduced Inequalities). The innovations developed—spanning student-centered pedagogies, technology integration, and learning space modifications—demonstrably enhanced student engagement, motivation, and understanding, creating a supportive and empowering learning environment for all.

The findings also highlight areas for future focus. The low frequency of certain advanced strategies, such as embodied learning and learning analytics, points to a need for targeted professional development. To fully harness innovation for the SDGs, education systems must invest in building teachers’ capacity and confidence in these areas. Future research should explore teachers’ perceptions of these methods to design effective training that overcomes barriers to adoption. Ultimately, scaling collaborative models like Lesson Study represents a key strategy for education systems worldwide to meet their SDG commitments and ensure that every learner is equipped for a sustainable future.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  The article is fundamentally centered on improving the quality of education. It discusses the need for “innovative practices to meet the evolving needs of the teaching and learning processes,” aiming to “improve student outcomes” and ensure “quality learning experiences for all students.” The entire study focuses on pedagogical innovations, technology integration, and creating effective learning environments, which are core components of quality education.

• SDG 10: Reduced Inequalities

  The article strongly emphasizes creating an “inclusive learning environment” to address the needs of “diverse learners,” particularly “students with special educational needs” such as those with “deafness, visual impairments, autism, learning disabilities, and intellectual disabilities.” By focusing on strategies that foster “diversity, equity, and inclusion in education” and reduce barriers for “vulnerable learners” and “marginalized groups,” the article directly addresses the goal of reducing inequalities within the educational system.

• SDG 17: Partnerships for the Goals

  A major theme of the article is the power of collaboration. It highlights that “collaborations between education stakeholders are vital in producing educational innovations” and describes the Lesson Study (LS) model as a form of deep “professional collaboration.” The study itself is an example of a multi-stakeholder partnership, involving “preservice and in-service teachers,” “mathematics and special education (SPED) teachers,” and international cooperation between universities in the Philippines and Sweden, demonstrating the importance of partnerships in achieving educational goals.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. SDG 4: Quality Education

   • Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.

     The article directly connects to this target by focusing on the need to “improve student outcomes in critical thinking, literacy, numeracy, and science.” The study examines educational innovations aimed at enhancing learning and making it more effective for all students in middle school classrooms.

   • Target 4.5: Eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities.

     This target is central to the article’s focus on “inclusive learning environments.” The study was conducted in classrooms with “students with identified special educational needs such as deafness, visual impairments, autism, learning disabilities, and intellectual disabilities.” The innovations discussed, such as differentiated instruction and the CRA approach, are specifically designed to ensure that these vulnerable students have equal access to quality learning.

   • Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.

     The article addresses this target through its section on “Learning space modifications.” It discusses the importance of “flexibility of pedagogical spaces” and “flexible class structures” (e.g., arranging desks in a U-shape) to “foster a supportive, safe learning environment for diverse learners.” This includes physical arrangements like seating visually impaired students in the front and pedagogical structures that promote interaction and safety.

   • Target 4.c: Substantially increase the supply of qualified teachers, including through international cooperation for teacher training.

     The article’s exploration of Lesson Study (LS) as a “collaborative practice that fosters deep interdependence among teachers” is a form of professional development aimed at improving teacher quality. The study’s design, which involves collaboration between “preservice and in-service teachers” and “mathematics and SPED teachers,” directly contributes to building teacher capacity. Furthermore, the research itself, supported by a grant for cooperation between the University of the Philippines and Malmö University in Sweden, exemplifies the international cooperation for teacher training mentioned in the target.

2. SDG 10: Reduced Inequalities

   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of… disability… or other status.

     The article’s core objective is to find ways to promote the inclusion of all students in the learning process. It examines how educational innovations can create an “inclusive learning environment” that considers the “physical, academic, behavioral, and social needs” of all learners, especially those with disabilities, thereby promoting their full participation in education.

   • Target 10.3: Ensure equal opportunity and reduce inequalities of outcome.

     The article discusses how certain innovations can “foster inclusivity by reducing discrimination” and “validate effective learning designs for marginalized groups.” By developing and implementing strategies like “differentiated instruction” and “contextualization of lesson materials,” the teachers in the study aim to provide equal opportunities for learning and reduce the gap in outcomes between different student groups.

3. SDG 17: Partnerships for the Goals

   • Target 17.17: Encourage and promote effective public, public-private and civil society partnerships.

     The article champions partnerships as a key driver of innovation. The entire study is built around the “Lesson Study” model, which is described as a form of “professional collaboration.” The research highlights that academic institutions should “nurture interactions and collaborations between and among education stakeholders” to successfully implement innovative programs.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. For Target 4.1 (Effective Learning Outcomes)

   • Student academic performance:

     The article explicitly mentions “student math performance based on Philippine National Achievement Test scores” as a criterion for selecting study sites, implying this is a key indicator of learning outcomes.

   • Student engagement and motivation:

     This is a recurring qualitative indicator. The article frequently notes that innovations resulted in students becoming “more engaged,” showing “interest,” and having “enhanced the motivation and creativity.”

   • Acquisition of 21st-century skills:

     The article states that innovations cultivate “creativity, critical thinking, problem-solving skills, and self-evaluation of ability,” which are measurable learning outcomes.

2. For Target 4.5 (Equal Access for the Vulnerable)

   • Implementation of inclusive teaching strategies:

     The article documents the number of lessons where specific inclusive strategies were used, such as the “CRA approach” (4 lessons), “game-based learning” (6 lessons), and “problem posing” (3 lessons). This frequency serves as an indicator of the adoption of inclusive practices.

   • Accommodation for students with disabilities:

     Specific actions are mentioned as indicators of inclusion, such as providing “handouts and worksheets in a larger font” for students with visual impairments and using technology that does not require all students to have devices (e.g., “paper mode QR code”).

3. For Target 4.a (Inclusive Learning Environments)

   • Modification of physical learning spaces:

     The article describes observable changes to the classroom, such as arranging desks in “rows facing the front,” in “groups,” and in a “U-shaped configuration,” which are indicators of a flexible and modified learning space.

   • Use of contextualized learning materials:

     The article notes that “eleven of the sixteen observed lessons… employed contextualization,” using this frequency as a measure of creating a more inclusive and relevant environment.

4. For Target 4.c (Qualified Teachers)

   • Frequency and depth of teacher collaboration:

     The study structure itself is an indicator, detailing “four LS cycles” which included “eight collaborative lesson planning transcripts, eight jointly prepared lesson plans, 48 completed observation forms… and 16 post-lesson conference transcripts.”

   • Adoption of innovative teaching practices:

     The number of lessons incorporating technology (“10 out of 16”), learning analytics (“2 out of 16”), and specific pedagogies are used as indicators of teachers’ growing innovative capacity.

4. Table of SDGs, Targets, and Indicators

SDGs	Targets	Indicators Identified in the Article
SDG 4: Quality Education	4.1 Ensure quality primary and secondary education leading to effective learning outcomes.	Student performance on national tests (e.g., Philippine National Achievement Test). Observed student engagement, interest, and motivation during lessons. Development of student skills in critical thinking, problem-solving, and creativity.
	4.5 Ensure equal access to all levels of education for the vulnerable, including persons with disabilities.	Frequency of use of inclusive pedagogies (e.g., CRA, gamification, differentiated instruction). Provision of adapted materials (e.g., larger font worksheets). Use of accessible technology (e.g., paper mode QR codes). Retention rates of disadvantaged students.
	4.a Build and upgrade education facilities to provide safe, inclusive and effective learning environments.	Use of flexible class structures and seating arrangements (e.g., U-shaped, groups). Frequency of contextualization of lesson materials (11 out of 16 lessons). Creation of a supportive and safe learning environment.
	4.c Substantially increase the supply of qualified teachers through training and international cooperation.	Number of teacher collaboration activities (e.g., Lesson Study cycles, joint planning sessions). Adoption of innovative practices by teachers (e.g., technology integration, learning analytics). Existence of international university partnerships for teacher development.
SDG 10: Reduced Inequalities	10.2 & 10.3 Promote social inclusion and ensure equal opportunity.	Implementation of inclusive practices that cater to students with disabilities. Use of strategies that reduce discrimination and learning barriers. Validation of effective learning designs for marginalized groups.
SDG 17: Partnerships for the Goals	17.17 Encourage and promote effective partnerships.	Formation of multi-stakeholder teams (preservice, in-service, math, and SPED teachers). Implementation of collaborative models like Lesson Study. Documentation of joint planning, observation, and reflection sessions.

Source: frontiersin.org