Inclusive learning practices based on local cultural values in the context of four ethnic groups in South Sulawesi

This study examines inclusive learning practices grounded in local cultural values among four major ethnic groups in South Sulawesi Bugis, Makassar, Toraja, and Mandar. Using a comparative quantitative design, data were collected from 354 teachers across diverse educational settings through a validated and reliable inclusive learning practices instrument. The instrument demonstrated acceptable internal consistency across all six dimensions , supporting the reliability of the measurement model. The data were analyzed using the General Linear Model (GLM) with multivariate and univariate procedures. Descriptive results indicate relatively consistent patterns across six dimensions of inclusive learning: inclusive pedagogical orientation, responsiveness to learner diversity, adaptive instructional practices, inclusive classroom interaction, integration of local cultural values, and professional commitment. Multivariate analysis revealed no statistically significant overall effect of ethnic background on inclusive learning practices. After applying Bonferroni correction to control for alpha inflation across six dimensions, no individual dimension reached statistical significance at the univariate level. These patterns were largely consistent across all four ethnic groups, suggesting a broadly shared orientation toward inclusive pedagogical practice. Local cultural values may thus function as a common contextual foundation that reinforces inclusive practices, with implications for the development of culturally responsive inclusive education in non-Western multicultural settings.