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Scientific Analysis of Mongolian Special Education Teacher Training Program: Empirical Study for Inclusive Digital Pedagogy Policy and Practice in Bachelor Curriculum

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Title: Scientific Analysis of Mongolian Special Education Teacher Training Program: Empirical Study for Inclusive Digital Pedagogy Policy and Practice in Bachelor Curriculum
Language: English
Authors: Nurbyek Razukhan (ORCID 0000-0002-1078-3526), Nadezhda Zhiyenbayeva (ORCID 0009-0008-5514-3988), Iwona Konieczna (ORCID 0000-0001-7489-0198), Nurtugan Dauryenbyek (ORCID 0000-0002-7579-0946)
Source: Educational Process: International Journal. Article e2026004 2026 20.
Availability: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Special Education Teachers, Foreign Countries, Teacher Education Programs, Inclusion, Technology Uses in Education, Bachelors Degrees, Public Policy, Teacher Attitudes, Teaching Methods, Accessibility (for Disabled), Technology Integration, Digital Literacy, Educational Policy, Standards, Student Attitudes, Preservice Teachers
Geographic Terms: Mongolia
ISSN: 2147-0901
2564-8020
Abstract: Background/purpose: This study addresses the critical challenge of preparing special education teachers in Mongolia to integrate accessible digital technologies effectively into inclusive classrooms. Despite growing global emphasis on digital competence, there remains a gap in localized research on teacher readiness within the Mongolian context. The primary purpose of this research is to analyze teachers' capabilities using digital technologies for inclusive education, aiming to support the digital transition in special education training programs. This study conducts an empirical, framework-based analysis of Mongolia's Special Needs Education Teacher (SNET) bachelor's curriculum at the Mongolian State University of Education (MSUE), evaluating its alignment with national policies and international digital inclusion standards. Grounded in Vision 2050, the Education Sector Medium-Term Development Plan (2021-2030), and the Law on the Rights of Persons with Disabilities (2016), the research tests six hypotheses: (H1) policy fulfillment, (H2) digital-inclusive curriculum design, (H3) institutional and faculty capacity, (H4) teacher preparedness, (H5) curriculum content benchmarking, and (H6) alignment of learning outcomes (CLOs, PLOs, PEOs) with digital-inclusive competencies. Materials/methods: The study employed a mixed-methods approach, combining quantitative surveys and qualitative interviews with special education teachers from multiple institutions. Data were analyzed using descriptive statistics and thematic coding to assess teachers' technological, pedagogical, and content knowledge (TPACK) in relation to inclusive education practices. Results: Findings of the bachelor's program and curriculum of the special education teachers revealed that while teachers demonstrated strong pedagogical and content knowledge, their technological proficiency--especially in using accessible digital tools--was limited. Institutional support and targeted professional development were identified as key factors influencing the success of digital integration. Conclusion: The study concludes that enhancing digital competencies among special education teachers is essential for inclusive education reform in Mongolia. The TPACK framework, Digital technology for inclusive education, provides a valuable framework for guiding curriculum development and teacher training initiatives aimed at bridging the digital divide in special pedagogy. International comparisons reveal Mongolia's program ranks among the weakest in digital preparation for inclusive teaching. A four-phase reform roadmap is proposed, including curriculum restructuring, UDL/TPACK integration, capacity building, and continuous monitoring. The findings highlight a policy-practice gap that risks undermining Mongolia's digital transition and offer a replicable model for developing countries seeking to align teacher training with inclusive digital pedagogy.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497371
Database: ERIC
FullText Text:
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  Data: Scientific Analysis of Mongolian Special Education Teacher Training Program: Empirical Study for Inclusive Digital Pedagogy Policy and Practice in Bachelor Curriculum
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  Data: <searchLink fieldCode="AR" term="%22Nurbyek+Razukhan%22">Nurbyek Razukhan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1078-3526">0000-0002-1078-3526</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nadezhda+Zhiyenbayeva%22">Nadezhda Zhiyenbayeva</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-5514-3988">0009-0008-5514-3988</externalLink>)<br /><searchLink fieldCode="AR" term="%22Iwona+Konieczna%22">Iwona Konieczna</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7489-0198">0000-0001-7489-0198</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nurtugan+Dauryenbyek%22">Nurtugan Dauryenbyek</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7579-0946">0000-0002-7579-0946</externalLink>)
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  Data: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Bachelors+Degrees%22">Bachelors Degrees</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Policy%22">Public Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Accessibility+%28for+Disabled%29%22">Accessibility (for Disabled)</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+Literacy%22">Digital Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Standards%22">Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Mongolia%22">Mongolia</searchLink>
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  Data: 2147-0901<br />2564-8020
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background/purpose: This study addresses the critical challenge of preparing special education teachers in Mongolia to integrate accessible digital technologies effectively into inclusive classrooms. Despite growing global emphasis on digital competence, there remains a gap in localized research on teacher readiness within the Mongolian context. The primary purpose of this research is to analyze teachers' capabilities using digital technologies for inclusive education, aiming to support the digital transition in special education training programs. This study conducts an empirical, framework-based analysis of Mongolia's Special Needs Education Teacher (SNET) bachelor's curriculum at the Mongolian State University of Education (MSUE), evaluating its alignment with national policies and international digital inclusion standards. Grounded in Vision 2050, the Education Sector Medium-Term Development Plan (2021-2030), and the Law on the Rights of Persons with Disabilities (2016), the research tests six hypotheses: (H1) policy fulfillment, (H2) digital-inclusive curriculum design, (H3) institutional and faculty capacity, (H4) teacher preparedness, (H5) curriculum content benchmarking, and (H6) alignment of learning outcomes (CLOs, PLOs, PEOs) with digital-inclusive competencies. Materials/methods: The study employed a mixed-methods approach, combining quantitative surveys and qualitative interviews with special education teachers from multiple institutions. Data were analyzed using descriptive statistics and thematic coding to assess teachers' technological, pedagogical, and content knowledge (TPACK) in relation to inclusive education practices. Results: Findings of the bachelor's program and curriculum of the special education teachers revealed that while teachers demonstrated strong pedagogical and content knowledge, their technological proficiency--especially in using accessible digital tools--was limited. Institutional support and targeted professional development were identified as key factors influencing the success of digital integration. Conclusion: The study concludes that enhancing digital competencies among special education teachers is essential for inclusive education reform in Mongolia. The TPACK framework, Digital technology for inclusive education, provides a valuable framework for guiding curriculum development and teacher training initiatives aimed at bridging the digital divide in special pedagogy. International comparisons reveal Mongolia's program ranks among the weakest in digital preparation for inclusive teaching. A four-phase reform roadmap is proposed, including curriculum restructuring, UDL/TPACK integration, capacity building, and continuous monitoring. The findings highlight a policy-practice gap that risks undermining Mongolia's digital transition and offer a replicable model for developing countries seeking to align teacher training with inclusive digital pedagogy.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Bachelors Degrees
        Type: general
      – SubjectFull: Public Policy
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Accessibility (for Disabled)
        Type: general
      – SubjectFull: Technology Integration
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      – SubjectFull: Digital Literacy
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      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Standards
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      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Mongolia
        Type: general
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      – TitleFull: Scientific Analysis of Mongolian Special Education Teacher Training Program: Empirical Study for Inclusive Digital Pedagogy Policy and Practice in Bachelor Curriculum
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