Abstract:

Despite global and national policy commitments to inclusive education, there remains a lack of a comprehensive theoretical framework that holistically conceptualises learner diversity and guides inclusive pedagogical practice in South African schools. This gap highlights the need to reconceptualise learner diversity beyond categorical labels towards a more integrated and contextually responsive understanding. This paper aims to reconceptualise learner diversity in inclusive education by proposing a holistic framework informed by insights from existing scholarly literature. Specifically, the study seeks to synthesise current research on learner diversity, inclusive education, and holistic approaches to teaching and learning to identify key dimensions that shape diverse learning experiences. The study adopts a systematic literature review methodology to analyse peer-reviewed scholarly sources on learner diversity and inclusive education. Relevant literature was identified through searches of major academic databases, applying predefined inclusion and exclusion criteria to ensure the selection of high-quality and relevant studies. The selected literature was analysed thematically to identify recurring patterns, conceptualisations, and gaps in the existing scholarship. The findings of the review reveal that learner diversity is multidimensional and influenced by interconnected factors, including cognitive, socio-emotional, cultural, linguistic, socioeconomic, and contextual elements. Based on these insights, the study proposes a holistic framework that reconceptualises learner diversity as a dynamic and relational phenomenon rather than a set of isolated learner characteristics. The article argues that adopting such a framework can support teachers in developing more inclusive pedagogical practices and responsive learning environments.

Keywords:

Holistic framework, inclusive education, learner diversity, reconceptualising.