Abstract:

This systematic review evaluates the effectiveness of inclusive pedagogies in addressing learning barriers within South African Further Education and Training (FET hereafter) classrooms in the Gauteng province. The study aims to synthesize existing empirical evidence to determine how inclusive instructional strategies such as Universal Design for Learning (UDL hereafter), differentiated instruction, and collaborative teaching mitigate socio-economic, linguistic, and cognitive barriers to learning in the post-apartheid secondary school landscape. The study employed a systematic review design following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol. A rigorous search was conducted across six electronic databases (Scopus, Sabinet, ERIC, JSTOR, ScienceDirect, and Google Scholar) for studies published between 2001 and 2024.

Selection was governed by strict inclusion criteria:
(1) peer-reviewed empirical research,
(2) focus on the FET phase (Grades 10–12), and
(3) measurable outcomes regarding inclusive pedagogical interventions.

From an initial pool of N=210 records, 22 studies were selected for final analysis. Data were analysed using thematic synthesis and narrative meta-synthesis, allowing for the categorization of pedagogical efficacy across diverse FET contexts and the identification of gaps in current inclusive practices. The synthesis reveals that while differentiated instruction and ICT-supported learning significantly improve learner engagement among marginalized students, their effectiveness is frequently compromised by a “policy-practice” chasm. Key findings indicate that FET educators often possess high theoretical awareness of inclusion but lack the practical competence to implement multi-level teaching. Furthermore, systemic barriers specifically overcrowded classrooms, rigid assessment protocols, and the legacy of resource inequity continue to impede the success of inclusive pedagogies, often rendering them “symbolic” rather than transformative. The study concludes that inclusive pedagogy in the FET phase remains largely aspirational due to the persistent mismatch between inclusive policy goals and the standardized nature of the National Senior Certificate (NSC) framework. For inclusive pedagogies to effectively mitigate learning barriers, there must be a shift from generic teacher training to subject-specific inclusive strategies. The review recommends a revision of FET assessment models to accommodate diverse learner profiles and the institutionalization of continuous, classroom-based professional development for educators.

Keywords:

Inclusive pedagogies, Inclusive Education, post-Apartheid, Gauteng FET classrooms, Universal Design for Learning, learning barriers.