STUDY OF MADARSA TEACHERS' ATTITUDES TOWARDS INCLUSION, ACCESS, AND INNOVATIVE PEDAGOGIES

Abstract This study delves into the attitudes and practices of Madarsa teachers regarding inclusion, access, and the integration of innovative pedagogies in their teaching practices. The research aims to explore the complex interplay between these factors and their impact on the educational experiences of students in Madarsa settings. A mixed-methods approach was employed, combining surveys,with a self made open ended and close ended mix questionnaire 75 Madarsa teachers from diverse educational institutions. The study’s findings reveal that while Madarsa teachers generally hold positive attitudes towards inclusion and access, they face significant challenges in implementing these principles in their teaching practices.Notably, the study highlights the critical role of teacher training and support in promoting inclusive and innovative teaching practices. The findings also underscore the importance of contextualizing pedagogical innovations within the unique cultural and religious contexts of Madarsa education.This research contributes to the existing literature on teacher attitudes, inclusive education, and pedagogical innovation, offering valuable insights into the complex dynamics of Madarsa education. The study’s recommendations emphasize the need for targeted teacher training, institutional support, and policy initiatives that promote inclusive and innovative teaching practices in Madarsa settings. Keywords: Inclusive education, access, pedagogical innovation, Madarsa teachers, teacher attitudes, teacher training.