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

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

Article Number: e2026004 | Available Online: January 2026 | DOI: 10.22521/edupij.2026.20.4

Nurbyek Razukhan , Nadezhda Zhiyenbayeva , Iwona Konieczna , Nurtugan Dauryenbyek

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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.

Keywords: Inclusive education, digital pedagogy, Special Needs Education Teacher program, assistive technology, Mongolia, curriculum reform

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