Inclusive geography education in Ghanaian Senior High Schools: A hermeneutic phenomenological study

Abstract

Despite Ghana’s commitment to inclusive education through national educational reforms and international frameworks such as sustainable Development Goal 4, the implementation of inclusive practices in geography classrooms remains inconsistent. Since geography fosters critical thinking and problem-solving skills, this study examines the readiness of geography teachers in Ghanaian Senior High Schools to implement inclusive classroom practices. Guided by the social model of disability and underpinned by a hermeneutic phenomenological approach, the study examined the challenges Senior High School teachers face in conducting inclusive classroom practices and the possible ways to promote inclusive geography classroom practices in four SHS in the South Dayi District. The sample size for the study was 18 participants which comprised 8 geography teachers, 4 headteachers, 3 assistant headteachers and 3 guidance and counselling coordinators. Data was collected through in-depth interviews and participants observation. The analysis was done thematically using Colaizzi’s phenomenological framework. The major findings include inadequate professional training, limited instructional resources, lack of assistive technologies, overcrowded classrooms, rigid examination-oriented curricula, and inadequate technology integration which hinders effective inclusive geography education. The study further identified continuous professional development, differentiated instruction, collaborative learning, curriculum reform, and improved access to instructional resources as key strategies for promoting inclusive classroom practices. The study concludes that strengthening teacher preparation and institutional support systems is essential for achieving equitable and quality geography education in Ghanaian Senior High Schools. The study recommends the development of targeted educational policy such as provision of adequate TLRs and assistive technologies, curriculum development, and continuous professional development opportunities.