Towards an inclusive science education: preparing twenty-first century preschool student teachers for inclusive science teaching and learning

This study presents the implementation of a newly developed ‘Inclusive Science Education’ (ISE) course designed for preschool student teachers to integrate inquiry-based science teaching with inclusive pedagogies using gamified approaches and emerging technologies. Sixty-two participants enrolled in this elective course, which involved theoretical instruction, hands-on workshops, team collaboration, reflective practice, and the creation of inquiry-based science activities adapted for diverse learners. Data collection included pre–post self-efficacy questionnaires focused on science teaching, inquiry-based science teaching, and inclusive science teaching, as well as a perceptions questionnaire and focus group interviews. Results showed statistically significant gains in self-efficacy across all three domains, suggesting that the ISE course positively influenced confidence in teaching science, facilitating inquiry, and implementing inclusive strategies. Qualitative findings revealed that student teachers moved from anxiety about content knowledge and diverse classroom needs to greater assurance and readiness to adapt science activities for all learners. Participants credited explicit instruction on inclusive frameworks, such as Universal Design for Learning, scaffolded design experiences, continuous feedback, and practice with immersive technologies for these improvements. This study highlights the potential of a structured, integrated approach to preparing future educators to shape inclusive science learning environments.