Reframing Inclusive Education through Epistemological Foundations and Global Practices for Supporting Diverse Learners

Education systems worldwide aim to accommodate diverse learners, including students with disabilities, linguistic minorities, and socioeconomically disadvantaged backgrounds. Inclusive education promotes equal access, participation, and opportunities for all students, aligning with Sustainable Development Goal 4 (SDG 4). Beyond policy implementation, inclusive education also calls for a deeper epistemological shift, one that recognizes knowledge as socially constructed and shaped by cultural, linguistic, and individual experiences. This perspective challenges traditional, one-size-fits-all models of teaching and affirms the legitimacy of multiple ways of knowing. Grounded in this philosophical stance, the paper explores the theoretical foundations of inclusive education, including Vygotsky’s Sociocultural Theory, Universal Design for Learning (UDL), and Bronfenbrenner’s Ecological Systems Theory. Drawing on global and Malaysian case studies, the study critically examines the implementation of inclusive practices, highlighting persistent challenges in teacher training, infrastructure, curriculum adaptation, and social attitudes. Best practices such as peer-assisted learning, differentiated instruction, and culturally responsive pedagogy are discussed. This paper offers practical recommendations for policymakers, educators, and researchers to enhance teacher preparedness, learning environments, and policy effectiveness. By integrating epistemological insights with evidence-based strategies, it contributes to the ongoing discourse on fostering equitable, inclusive, and transformative education for all learners.