INCLUSIVE EDUCATION FOR SUSTAINABLE DEVELOPMENT IN HIGHER EDUCATION TEACHER EDUCATION PROGRAMME: INTEGRATING NEUROPSYCHOLOGY AND NEUROBILOGY

Abstract

Inclusive education is a critical pillar for achieving equitable, high-quality learning and advancing Sustainable Development Goal 4 (SDG 4). Despite its importance, higher education teacher programmes often lack integration of neuropsychological and neurobiological insights, which limits teachers’ capacity to address learner diversity effectively. This article examines the intersection of inclusive education, teacher preparation, and neuroscience, emphasizing how cognitive and neural principles can enhance instructional practice. Drawing on neuroconstructivist theory and the Universal Design for Learning framework, the study explores practical strategies for embedding neuroscience into teacher education curricula, including curriculum redesign, experiential learning, faculty professional development, and technology-enhanced instruction. The article further highlights the impacts of such integration on sustainable development, including improved learner engagement, enhanced educational equity, development of lifelong learning skills, and preparation of inclusive future educators. Challenges such as limited faculty expertise, curricular rigidity, resource constraints, and resistance to change are identified, with recommendations provided to mitigate these barriers. By bridging neuroscience and pedagogy, higher education institutions can equip teachers to implement inclusive, adaptive, and sustainable educational practices, ensuring that all learners are supported and empowered to achieve their full potential.