Sharmila Yadav Good question. Teachers' who do not want or not willing to take a step further in implementing any form of change like inclusive teaching methods because their students are used to the traditional lecture method (TLM) of teaching before they arrived in their classrooms. Even students are not welcoming to something different from TLM especially in higher education levels.

The question can be answered in many ways. I will answer from the point of the internal states of mind (SOM) and all that follows. Teacher efficiacy. Efficacy is the most catalytic of all (SOM). If a teacher feels confident in their abilities and has a teaching philosophy which spurs positive action; then you will have a teacher being willing to try new pedagogies to broaden their skillset (craftsmanship), being willing to learn (interdependent) and being conscious of their professional capabilities or gaps in order to want to keep learning. This internal disposition of the teacher is what will be expressed professionally and the quality of teaching will be displayed, despite the lack of resources (they will improvise), in spite of low wages (their reward is beyond remuneration).

A teacher does everything possible to ensure his/her all students learn to the best of his/her abilities. There are standard processes are in place like remedial classes, academic mentoring, student tagging, peer learning etc. Students need to be inspired and proper learning environment needs to be maintain inside the institutions to ensure inclusive learning. You must remember institution is a part of the whole (world / outside society). The forces within and without controls are all the time interacting with each other which sometimes affect the learning process. Best wishes...

Teachers may hesitate to fully implement inclusive pedagogies, such as multisensory learning, differentiated instruction, cooperative learning, and peer tutoring, for a variety of reasons. A significant factor is the lack of proper training and professional development. Many teachers feel unprepared to adopt these strategies effectively because they have not received sufficient guidance on how to tailor their instruction to meet diverse learning needs. Additionally, inclusive teaching requires more time for planning and preparation. Differentiated instruction, for example, involves creating multiple versions of lessons, which can be overwhelming for teachers already facing tight schedules and demanding curricula. Limited resources also present a challenge, especially in schools that cannot provide the teaching aids or technology needed for effective implementation.

Classroom size can further complicate efforts to adopt inclusive strategies, as managing the needs of many students with varying abilities in one setting can seem daunting without additional support. Systemic barriers also play a role; rigid curricula, standardized testing pressures, and a lack of institutional support may discourage teachers from experimenting with new approaches. Furthermore, some teachers are reluctant to leave their comfort zones. Many have established routines and methods that they are comfortable with, and adopting new practices may seem risky or unnecessary. Fear of failure, compounded by concerns over classroom management or potential disruption, can add to their hesitation.

Moreover, some teachers may misunderstand the concept of inclusion, equating it with treating all students the same, rather than providing individualized support. This misunderstanding can lead to resistance in adopting pedagogies that require personalized teaching methods. Additionally, without strong administrative support and the necessary resources, teachers may feel unsupported in their efforts to implement inclusive practices. Emotional burnout is another concern. Inclusive education demands significant emotional labor, and teachers already under stress may be reluctant to take on approaches that require even more energy and patience. Overcoming these challenges requires systemic changes, professional development, and peer support to create an environment where teachers feel empowered to embrace inclusive pedagogies.