Sustainable Education and Digital Transformation
Inclusive mathematics and science teacher education for sustainable development: A hermeneutical phenomenological study in Ghanaian colleges of education
Ernest Frimpong Akosah 1, Ebenezer Appah Bonney 2 *
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1 Department of Mathematics and ICT, Peki College of Education, Ghana
2 Department of Science Education, University of Cape Coast, Ghana
* Corresponding Author
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ARTICLE INFO

Sustainable Education and Digital Transformation, 2027 - Volume 2 Issue 2, Article No: e44335
https://doi.org/10.33902/SEDT.202644335

Article Type: Research Article

Published Online: 27 Sep 2026

Views: 167 | Downloads: 190

ABSTRACT
This study explores the challenges and strategies associated with implementing inclusive mathematics and science teaching in Ghanaian Colleges of Education within the broader framework of sustainable education. Guided by principles of Social Model of Disability, a hermeneutical phenomenological design was employed to explore the lived experiences of eight purposively selected respondents, including mathematics and science lecturers and quality assurance officers. The findings reveal persistent barriers such as limited access to inclusive resources, inadequate professional training, monocultural pedagogical practices, and weak technology integration, which collectively hinder the sustainability of inclusive teaching. Despite these constraints, participants identified practical strategies including continuous professional development, differentiated instruction, collaborative learning, curriculum adaptation, and improved access to assistive technologies as pathways toward inclusive and sustainable education. The study contributes to theory by strengthening the linkage between inclusive education and sustainable education, while emphasizing the role of lecturer preparedness in promoting equitable learning environments. It is recommended that teacher education institutions and policymakers prioritize continuous capacity-building programmes and investment in inclusive teaching resources to support sustainable implementation. The findings align with the goals of United Nations Sustainable Development Goal 4 and offer implications for policy, curriculum reform, and practice in resource-constrained contexts.
KEYWORDS
Ghana inclusive education mathematics education science education SDG 4 sustainable education teacher education
In-text citation: (Akosah & Bonney, 2027)
Reference: Akosah, E. F., & Bonney, E. A. (2027). Inclusive mathematics and science teacher education for sustainable development: A hermeneutical phenomenological study in Ghanaian colleges of education. Sustainable Education and Digital Transformation, 2(2), e44335. https://doi.org/10.33902/SEDT.202644335
In-text citation: (1), (2), (3), etc.
Reference: Akosah EF, Bonney EA. Inclusive mathematics and science teacher education for sustainable development: A hermeneutical phenomenological study in Ghanaian colleges of education. Sustainable Education and Digital Transformation. 2027;2(2), e44335. https://doi.org/10.33902/SEDT.202644335
In-text citation: (1), (2), (3), etc.
Reference: Akosah EF, Bonney EA. Inclusive mathematics and science teacher education for sustainable development: A hermeneutical phenomenological study in Ghanaian colleges of education. Sustainable Education and Digital Transformation. 2027;2(2):e44335. https://doi.org/10.33902/SEDT.202644335
In-text citation: (Akosah and Bonney, 2027)
Reference: Akosah, Ernest Frimpong, and Ebenezer Appah Bonney. "Inclusive mathematics and science teacher education for sustainable development: A hermeneutical phenomenological study in Ghanaian colleges of education". Sustainable Education and Digital Transformation 2027 2 no. 2 (2027): e44335. https://doi.org/10.33902/SEDT.202644335
In-text citation: (Akosah and Bonney, 2027)
Reference: Akosah, E. F., and Bonney, E. A. (2027). Inclusive mathematics and science teacher education for sustainable development: A hermeneutical phenomenological study in Ghanaian colleges of education. Sustainable Education and Digital Transformation, 2(2), e44335. https://doi.org/10.33902/SEDT.202644335
In-text citation: (Akosah and Bonney, 2027)
Reference: Akosah, Ernest Frimpong et al. "Inclusive mathematics and science teacher education for sustainable development: A hermeneutical phenomenological study in Ghanaian colleges of education". Sustainable Education and Digital Transformation, vol. 2, no. 2, 2027, e44335. https://doi.org/10.33902/SEDT.202644335
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