Practices and challenges of advancing inclusive and equitable quality education (SDG 4) for marginalized learners in rural public senior secondary schools : a case study of the Central River Region, The Gambia

Abstract

Inclusive and equitable quality education (SDG 4) remains a fundamental global priority aimed at ensuring all learners have equal access, participation, and achievement. This study explored the collaborative roles of school leadership and the instructional practices of teachers in advancing the principles of inclusive and equitable quality education (SDG 4), with a specific focus on learners from marginalized contexts. Despite the growing emphasis on inclusive education globally, limited empirical evidence exists on how school leaders and teachers collaboratively advance SDG 4 in rural public senior secondary schools in The Gambia. An exploratory qualitative case study was conducted using semi-structured interviews with 12 purposively selected participants from three rural public senior secondary schools in the Central River Region of The Gambia, complemented by analysis of key national policy and school documents. Data were analyzed thematically using Quirkos software. The study sought to generate context-specific insights into how inclusive education is understood, practiced, and experienced within rural public senior secondary schools. The findings revealed that school leaders and teachers demonstrated a strong commitment to advancing inclusive and equitable quality education, although their conceptual understanding of inclusion remained fragmented and largely shaped by local contexts. Inclusive practices were primarily promoted through differentiated instructions, peer-assisted learning, remedial support, adaptive leadership, learner-centered teaching, and collaborative support for marginalized learners. However, the implementation was constrained by inadequate resources, poverty, overcrowded classrooms, limited professional development, and negative cultural attitudes towards disability and gender. While collaboration among schools, families, communities, and education authorities contributed to learner participation and inclusion, its effectiveness was limited by weak institutional mechanisms and broader socio-economic challenges. The findings are transferable to similar rural contexts but are not statistically generalizable. The study therefore, recommends strengthening teacher professional development in inclusive pedagogy, improving institutional support systems, and promoting stronger collaboration among key stakeholders. The study contributes context-specific evidence from rural public senior secondary schools in The Gambia that may inform inclusive education policy, leadership practices, and future research in comparable contexts.