Jul 2026· International Journal of Studies in Inclusive Education· 0 citations
TL;DR
It is argued that relational pedagogy intentionally cultivates caring teacher-student relationships, thus fostering positive student discipline in digitally mediated inclusive educational environments, and must be reimagined not as a matter of control but as one that emerges from relational trust and belonging.
Abstract
The paradigm shifts from traditional to digital learning has instigated novel challenges for learner discipline, particularly in inclusive classrooms characterised by high levels of student diversity. While the current discourse largely focuses on technological solutions or behavioural management, it has overlooked the role of teacher-student relationships in shaping teacher-student engagement and learner behaviour online. This study argues that relational pedagogy intentionally cultivates caring teacher-student relationships, thus fostering positive student discipline in digitally mediated inclusive educational environments. Drawing on the Attachment Theory (Riley, 2010), the Community of Inquiry Theory (Garrison et al., 2000), and Noddings' (2013) Ethic of Care Theory, the study adopts a qualitative multiple-case study design to determine the perspectives of ten participants (four lecturers and six students) specifically from higher education digital inclusive classrooms in South Africa, demonstrating that the dynamics of learner discipline differ across educational sectors. The study revealed four findings: relational presence enhances engagement and self-regulation, relational deficits correspond with disengagement and behavioural challenges, contextual and structural factors mediate relational dynamics, and lecturers recognise relational approaches, but face systemic barriers, including large class sizes, limited time, and inadequate training. This study concludes that learner discipline in digitally inclusive educational settings must be reimagined not as a matter of control but as one that emerges from relational trust and belonging. These insights have practical implications for teacher professional development and an inclusive digital policy, representing South Africa’s contextually grounded perspective on global debates on learner discipline.
Although national education policies promote equity, inclusion, learner discipline, and digital integration, limited attention has been given to how teacher preparation equips Foundation Phase teachers to exercise leadership in managing learner discipline in digitally mediated and inclusive classrooms. The study explored how teacher leadership supports effective learner discipline in digital learning and inclusive education contexts by examining teachers’ preparedness and the translation of policy expectations into classroom practice. The study was grounded in an interpretivist paradigm and adopted a qualitative research approach. A multiple-case study design was employed to gain an in-depth understanding of teachers' lived experiences across different school contexts. Six Foundation Phase teachers from three primary schools were purposively selected as participants. Data were generated through semi-structured interviews, which enabled participants to share their views on their preparedness, experiences, and challenges in managing learner discipline in digital and inclusive learning environments. The data were analysed thematically to identify recurring patterns, meanings, and themes in the participants’ responses. The study was informed by transformative leadership theory and inclusive education frameworks, foregrounding principles of equity, social justice, learner diversity, and responsiveness in technology-enhanced learning contexts. The preliminary findings reveal that while teachers recognise the importance of positive learner discipline in online, blended, and technology-supported classrooms, many feel underprepared to assume leadership roles in digital classroom management. The main challenges include limited formal training in digital discipline strategies, inadequate professional development opportunities, insufficient school-based digital conduct policies, and a lack of clear institutional guidance for managing learner behaviour in inclusive digital environments. The findings further suggest that teacher leadership in digital discipline is weakened when teachers are expected to implement policy without adequate preparation, resources, and professional support. The study concludes that strengthening teacher leadership for effective learner discipline in digital and inclusive classrooms requires deliberate investment in both pre-service and in-service teacher education. It recommends integrating digital discipline competencies, inclusive pedagogical strategies, digital citizenship, and early years leadership development into teacher education programmes. The study also highlights the need for professional learning communities, clear school-based digital discipline policies, and targeted capacity-building initiatives. Closing the gap between policy and classroom practice can enhance teachers’ leadership capacity, promote equitable learner participation, and improve learning outcomes in digitally evolving inclusive educational contexts.
S. Mulovhedzi· International Journal of Stu...· 0 citations
Project-based learning (PBL) holds significant promise as a student-centered instructional approach in secondary mathematics, yet teachers’ capacity to leverage it for diverse learners is deeply shaped by their affective experiences during implementation. This narrative inquiry examines the affective journeys of three high school mathematics teachers as they adopted PBL in classrooms characterized by varied student readiness levels and engagement profiles. We document teachers’ affective journeys as they experience initial PBL awareness, participate in active experimentation, and work toward forming emerging commitments and facilitator identities. Analysis of focus groups and interviews reveals three affective tensions: comfort versus transformative reflection, epistemic ideals versus ontological school realities, and career risk versus identity change. The findings demonstrate how teachers can navigate iterative methods of trial, how teacher educators can better support future teachers’ use of student-centered pedagogies, and how administrators can be aware of the impact that teacher affect can have on performance and pedagogy. Implications address how this broader education community can support differentiated, inquiry-based mathematics instruction. This support can be advanced through scope-controlled projects, micro-evidence portfolios, and incremental adoption pathways. These approaches honor teachers’ emotional labor while supporting their sustained use of student-centered learning strategies intended to broaden opportunities for participation and learning in mathematics classrooms.
Joshua R. Goodwin, Jean S. Lee· Education sciences· 0 citations
Learner discipline has become one of the most contested and evolving areas of educational research and practice. Once largely understood through behaviourist and punitive paradigms, contemporary scholarship increasingly conceptualises learner discipline as a multidimensional process situated at the intersection of educational leadership, inclusive education, learner wellbeing, democratic participation, and organisational development. This conceptual shift reflects profound changes in education systems worldwide, driven by technological innovation, increasing learner diversity, rights-based educational reforms, and growing recognition of the importance of equitable and inclusive learning environments. Consequently, learner discipline can no longer be viewed simply as a mechanism for maintaining order; rather, it constitutes a critical dimension of educational quality that shapes teaching effectiveness, learner engagement, school climate, and institutional improvement.
R. Lumadi· International Journal of Stu...· 0 citations
This conceptual article explores the discourse of teacher-centred (TC) versus student-centred (SC) through the lenses of Freire's critical pedagogy, Sen's capability approach, and Vygotsky's social constructivism to establish which model best promotes equity and inclusion in Ghanaian higher education. The narrative analysis shows that TC models offer structured delivery but perpetuate hierarchies, while SC approaches may encourage engagement but also require significant institutional support. As such, neither paradigm adequately addresses the challenges of equity and inclusion. Instead, this study proposes a hybrid pedagogical framework that combines (1) scaffolded content delivery, (2) culturally responsive SC adaptations, and (3) strategic digital integration. For effective implementation, the model requires systemic reforms, including teacher development programs and infrastructure investments. The proposed blended approach transcends the TC/SC binary to create an inclusive academic environment in which diverse learners can thrive. This research contributes to the pedagogical discourse in the Global South by offering a context-sensitive model for equitable higher education in resource-constrained settings.
H. Akoto-Baako, P. Heeralal, N. Ndwandwe· South African Journal of Hig...· 0 citations
Purpose: The development of digital technology in primary education presents a paradox in instructional leadership. Although schools are increasingly providing learning technologies, the transformation of instructional practices has not yet fully occurred. This study aims to analyze how teacher learning communities construct collective digital instructional leadership through reflection, collaboration, and the distribution of agency among teachers. Methods: This study employed a qualitative approach with a case study design focusing on the Kombel Ganesha teacher learning community in Yogyakarta. The participants consisted of one head of the learning community, two community administrators, and one school supervisor, who were selected purposively. Data were collected through in-depth interviews and document analysis, and were analyzed using Braun and Clarke’s thematic analysis with the assistance of ATLAS.ti. Findings: The findings revealed five major themes: agency and instructional leadership, data-based planning and assessment, technology integration and innovation, collaboration within teacher learning communities, and quality assurance and teacher role modeling. The findings indicate that teacher learning communities function as collaborative spaces for professional reflection, shared problem-solving, and instructional improvement. Collective digital instructional leadership develops through collaboration, technology integration, and institutional support, enabling teachers to address the gap between digital learning demands and pedagogical readiness. Research Implications: Teacher learning communities can serve as strategic platforms for strengthening collective digital instructional leadership and supporting sustainable pedagogical transformation in primary education. Originality: This study proposes collective digital instructional leadership as a collaborative approach to bridging the gap between digital learning demands and pedagogical readiness through teacher learning communities.
Edo Agustian, Enung Hasanah, Achadi Budi Santosa· Jurnal Pendidikan Terapan· 0 citations
Student–teacher relationships in higher education influence engagement, learning outcomes, and inclusive academic environments, yet lecturers’ experiences remain underexplored in the Afghan context. This study examines university lecturers’ perceptions of student–teacher relationships. Semi-structured interviews were conducted with 12 lecturers across faculties at Shaikh Zayed University. Data were analyzed through thematic coding. Findings indicate that lecturers conceptualize student–teacher relationships through three interrelated dimensions: relational trust, professional boundaries, and contextual constraints. The findings from thematic analysis yielded five overarching relational themes – Trust, Communication, Inclusion, Challenges, and Adaptation – each encompassing multiple subthemes. Key findings indicate that positive relationships are built on mutual respect, open dialogue, and inclusive pedagogy, which foster student confidence and engagement. However, institutional constraints (large classes, heavy workload) create tensions that lecturers must navigate through adaptive strategies. The study highlights teaching as fundamentally relational work, requiring ongoing emotional responsiveness and negotiation between caring impulses and authority. Implications are drawn for practice and policy (e.g. teacher training, resource allocation) to support relationship-centered teaching in Afghan higher education. The study concludes that strengthening relational pedagogy requires institutional support and reduced teaching loads.
Abdul Rahman Zhanai· Integrated Journal for Resea...· 0 citations
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