Innovative Teaching of the Course “Inclusive Education. Hospital Pedagogy” in Higher Education: A Quasi-Experimental Study in Three Uzbek Universities

Abstract

The study examines the effectiveness of an innovative methodology for teaching the course “Inclusive Education. Hospital Pedagogy” to future special educators. A quasi-experimental design with experimental and control groups was implemented at Ajiniyoz Nukus State Pedagogical Institute, Kokand State University and Kimyo International University in Tashkent (n=354). The baseline survey showed that innovative methods were used regularly according to only 24.0% of students, interactive digital tools according to 16.7%, and problem-, team- and case-based learning according to 14.1%. Over three months the experimental group (n=178) studied with a four-component model integrating KISS, LOIT and flipped-classroom technologies, PBL/TBL/CBL, role play, simulation and gamified tools (Kahoot, Wordwall, Wheel of Names). After the intervention, 89.3% of experimental students rated the methods as more effective than traditional ones. On identically worded items the experimental group differed significantly from the control group (91.6% vs 34.1%, χ²=125.4, p<0.001, Cramér’s V=0.60). The model can be recommended for special-education programmes.