Bridging Theory and Practice: Lived Experiences of Isabela State University Pre-Service Teachers in Advancing Inclusive Education for Holistic Child Development within Health, Well-Being and Learning at Ugad Elementary School, Cabagan

Abstract

Inclusive education has become a global educational priority that promotes equitable access to quality
learning while supporting the holistic development, health, and well-being of all learners, regardless of
ability, background, or learning needs. Teacher education institutions play a critical role in preparing
future educators who possess the competencies, values, and inclusive pedagogical skills necessary to
create supportive and learner-centered classrooms. Isabela State University (ISU), through its teacher
education programs and institutional commitment to accessibility, inclusive learning, and equitable
educational opportunities, continues to strengthen the preparation of pre-service teachers for inclusive
educational practice. Despite the growing implementation of inclusive education in Philippine basic
education, limited qualitative research has examined how pre-service teachers experience translating
inclusive education theories into authentic classroom practice during field immersion. This study
explores the lived experiences of Isabela State University pre-service teachers in advancing inclusive
education for holistic child development within health, well-being, and learning at Ugad Elementary
School, Cabagan. Employing Interpretative Phenomenological Analysis (IPA), the study gathers
narratives from purposively selected pre-service teachers through semi-structured interviews. The
findings are expected to reveal how classroom immersion, collaboration with mentor teachers, learner
diversity, and reflective practice influence the development of inclusive teaching competencies,
professional identity, and commitment to holistic child development. The study contributes to teacher
education, inclusive pedagogy, child development, educational psychology, and life sciences while
supporting Sustainable Development Goals (SDGs) 3 (Good Health and Well-Being), 4 (Quality
Education), and 10 (Reduced Inequalities).