Inclusive Pedagogy in Practice: Teacher Educators’ Planning for Learner Diversity in Secondary Teacher Education Institutions of Manipur

In the evolving landscape of 21st-century education, addressing learner diversity has become central to creating inclusive and equitable classrooms.Aligned with the vision of the National Education Policy (NEP) 2020, this study explores how teacher educators in secondary teacher education institutions in Manipur integrate learner diversity into instructional planning.Using a descriptive survey design, data were collected from 145 purposively selected teacher educators across 14 NCTE-recognized institutions affiliated with Manipur University.A structured, expert-validated questionnaire was used to examine educators' perceptions and the challenges they face in addressing cognitive differences, socio-cultural learning styles, language barriers, gender issues, and disabilities.The findings reveal that while educators acknowledge and attempt to incorporate diverse learner needs in their planning, they face significant contextual challenges-especially in managing language diversity and socio-cultural differences.Limited institutional support and professional training further constrain effective implementation.The study underscores the need for capacity-building initiatives and policy reforms that promote inclusive pedagogical practices, particularly in ethnically diverse regions like Manipur.These insights contribute to the discourse on inclusive teacher education and offer practical implications for aligning teacher training with NEP 2020 goals.