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3 Pakistan J.L. Analysis & Wisdom 244 (2024)
Inclusivity, Teacher Competency, and Learning Environment at Higher Education: Empirical Evidences

handle is hein.journals/pknjlolw3 and id is 1166 raw text is: Pakistan Journal of Law, Analysis and Wisdom Volume No. 3, Issue No. 5, May 2024 e-ISSN: 2959-0825, p-ISSN: 2959-0817 http://pjlaw.com.pk Inclusivity, Teacher Competency, and Learning Environment at Higher Education: Empirical Evidences Muhammad Shoaib Associate Professor, Department of Sociology, University of Gujrat, Gujrat, Pakistan shoaibsoc@uog.edu.pk Kokab Shehzadi BS Student, Department of Sociology, University of Gujrat, Gujrat, Pakistan kokabshehzadi39@gmail.com Zaheer Abbas Assistant Professor, Department of Sociology, University of Gujrat, Gujrat, Pakistan dr.zaheer@uog.edu.pk Abstract This paper has been designed to evaluate teacher competency and inclusive learning classroom environment at the tertiary level. The main purpose is to consolidate published scholarship on teacher competency and inclusive learning classroom environments in higher education. This review paper seeks to give a laconic picture of teacher competency and learning environment in various domains. Hence, this paper has been based on the key findings of various studies. The study findings assert the effects of teacher competency on an inclusive learning classroom environment. It also points out the brief aspects of the inclusive learning classroom environment. A glance at the number of studies corroborates that inclusivity, teacher competency, and learning environment at higher education institutions. Keywords: Inclusivity, Teacher Competency, Learning, Classroom Environment, Higher Education © 2024 The Authors. This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License. 1. Introduction Teacher competency creates inclusivity in the classroom for the learning of the students at higher education institutions in the developing and developed world (Shoaib, 2024a, 2024c). Teacher competency has various dimensions caring and inclusiveness have affected students' learning (Shoaib, 2024b), collaboration and teamwork encourage students' confidence building, facilitator and engagement, communication and skills, coaching and assessment, adaptability and flexibility all these dimensions promote inclusive learning classroom environment (Clandinin, Downey, & Huber, 2009). The role of the teacher has been found very important for the learning of students at all levels of general and higher education particularly (Du & Lyublinskaya, 2022; Dubovicki & Jukid, 2017). Additionally, the provision of teaching material, prioritization of reading list, balanced representation of sources, and equal treatment of students, respect and dignity, consistent routine of class fosters an inclusive learning environment (Anwar, Shoaib, & Shahid, 2024). Teacher competency and inclusive classroom environments directly impact student learning, academic achievement, and social-emotional development (Shoaib, Rasool, Anwar, & Ali, 2023; Shoaib, Usmani, & Abdullah, 2023). 1.1 The Study Context 244

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