Bridging Worlds, Broadening Minds: V-Sphere Equitable Inclusive Education Model

Abstract

Virtual learning surges globally, (Inclusive Education for All) IEFA’s learners’ risk being left further behind. V-Sphere is the combo of social sphere and electronic (Internet) sphere. V-Sphere or forthcoming digitized future is expected more revival of this planet. Education is the one and only defense system of this V-Sphere and IEFA is the base of it. As each human is inclusive by its creation. How can a virtual-sphere inclusive education model dismantle barriers and broaden equitable learning pathways to truly 'bridge worlds' for all, was the aim of the study. Quantitative research design led the study to propose a V-Sphere Equitable Inclusive Education Model (VSEIEM). A self-developed opinionnaire of equitable inclusive education having six parameters i.e., curriculum, teacher training, support service, student achievement, equity and social inclusion was developed. By applying simple random sampling technique, 100 public secondary schools and from each school four teachers (two IT and two Social Sciences) were selected from the Southern Punjab region of Punjab Province, Pakistan. The study concludes the significant role of curriculum, teacher training, student achievement, equity and social inclusion while support services don’t have significance role in the equitable inclusive education. At the end of the study a VSEIEM model was proposed having the components IPOF (Input-Process-Output-Feedback) and each parameter like Input which contains resources, policies, and factors that go into the system (e.g., funding, curriculum, teacher training); in process which contains how the system operates, including teaching methods, student engagement, and support services; in outcome which contains results or impacts of the system (e.g., student achievement, equity, social inclusion); and feedback which contains information loop that informs adjustments to inputs and processes to improve outcomes.