Unpacking Pedagogical Knowledge of Inclusive Learning Design Among Indonesian Pre-Service Science Teachers

As science classrooms grow increasingly diverse, understanding how pre-service science teachers design inclusive learning has become a critical concern, particularly in the Indonesian context, where teacher preparation for inclusivity remains underdeveloped. The present study explores the pedagogical knowledge of 263 Indonesian pre-service science teachers using an integrated framework of Technological Pedagogical Content Knowledge, Backward Design, and Universal Design for Learning. Employing a mixed-methods sequential explanatory design, we collected quantitative data via surveys and qualitative insights from interviews with 16 participants. The results show that while participants report high levels of conceptual knowledge across all three frameworks, challenges persist in translating that knowledge into practice, especially in differentiating assessments, setting inclusive learning goals and integrating technology responsively. Teaching experience significantly influenced knowledge application, whereas gender and prior interaction with students with special education needs and disabilities did not yield significant differences. These findings highlight the need for structured, practice-based coursework and reflection within teacher education programmes in order to close the gap between inclusive ideals and classroom realities.