This study used convenience sampling to select six primary schools in the uMgungundlovu district in the KwaZulu-Natal province in South Africa. According to (Cohen et al., 2018), convenience sampling allows researchers to choose the nearest study sites that are accessible during the research process. Therefore, six schools were selected based on their proximity to the researcher. Six participants were part of the research process and the schools they led were the research sites. Specifically, the sample consisted of four female and two male principals. The anonymity of the schools and participants was demonstrated using pseudonyms. For example, participants were named Principal 1 – 6 and Schools A – F. According to (Plooy-Cilliers et al., 2014), anonymity is essential when a researcher assumes that the names of participants will not be recorded at any stage of the research process. Furthermore, participants were asked to provide their informed consent to participate. Participants were also notified that they could choose to withdraw at any time during the investigation if, for any reason, they felt obliged to do so. The research schools that outline their quintile rankings and demographic information are presented in Table 1.

The interviews were conducted meticulously to ensure the collection of comprehensive data. Before the interviews, informed consent was obtained from all participants. Semi-structured interviews with participants were conducted to gain an in-depth understanding of inclusive education (Vos et al., 2017). The participants were asked the following fundamental question. What is your understanding of inclusive education? The researcher made individual appointments with each participant at a time that was convenient for them and all interviews were conducted at each participant’s school. Each interview was recorded using a voice recorder and lasted 30 – 40 minutes for each participant. Semi-structured interviews allowed interactive conversations, ensuring that the study was enriched with detailed and in-depth descriptions of participants' experiences, views, and opinions regarding inclusive education.

The verbal transcripts of the interviews were arranged and classified according to themes that emerged with respect to the participants' perceptions of inclusive education. Qualitative content analysis was used to analyse the data. (Vos et al., 2017) postulate that content analysis provides information, fresh perspectives, and details that facilitate replication and legitimate deductions from data in all circumstances. Researchers have thoroughly understood inclusive education using a coding approach (Cohen et al., 2018). After reviewing each interview transcript multiple times, the researcher noted the significant emerging themes and patterns. Therefore, codes were created, compared, and redefined as required. (Cohen et al., 2018) claimed that the coding procedure helps record the viewpoints shared by participants and the trends that surfaced additional data-generating tools. A member check was used to increase the rigour of the data and a report was returned to the participants to determine whether they felt that the findings provided transferability and credibility to ensure trustworthiness (Creswell, 2013).

This section covers the results of this study, which examined the principals' perceptions of inclusive education. The results are relevant for the conceptualization of inclusive education by principals. Table 2 summarises these data.

As illustrated in Table 2, the findings reveal that inclusive education is based on treating all learners equally and without discrimination. This includes recognising that every child is teachable and has the potential to learn and succeed. Principal 4 from School D echoed the following.

“My understanding of IE is that you teach a child holistically. In inclusive education, you do not discriminate. Perhaps this person cannot see, hear, or have a disability. You teach them to understand that children need a place to learn. When you take all of them and put them in front of you, know that they need a place to learn. In inclusive education, you teach a child as is. Then, when you discover that there are challenges, you must have ways to tackle those problems so that the learners can get the education that he or she is in school for at the end of the day. Inclusive education treats all learners the same. Recall that we are the same in the eyes of the Lord. So, you take a child as they are, then you will find when in the classroom that there are these problems, but you teach the child whole as they are. In inclusive education, everyone is teachable. Recall that the child has been born and has gone through all stages. Everyone is teachable; that is how I see inclusive education. You take the child as they are put in the classroom and guide them along the way until there is a place of learning where they are taken to deal with whatever challenges they have to prosper in the future.”

The above findings revealed that inclusive education is about accepting learners as they are and that learners deserve education in a classroom without victimisation. The findings emphasise that inclusive education should focus on the education of learners, as learners can learn despite any challenges that might come in the way of education. Principal 6 from School F shared similar views, stating that inclusive education is about maintaining a balance among all learners in the classroom.

“Inclusive education is an educational practice in the classroom where teaching and learning are inclusive of all inside. This means that those with academic abilities or intelligence are better than those, and others with shortcomings can co-exist and live together. Educators can strike a balance to accommodate the different types of learners in the classroom. While not compromising the quality of education. To achieve such an environment, we need to invest more in teachers to understand the nature of classrooms, not just in this school but even in another school. There are a variety of learners. Some are capable, and some are not, so the moment we go, we understand that in the classroom, we can bring about inclusive education with no one sidelined. Not that others get priority, and the way teaching works is for them only because the teacher says ‘ngihamba nabahambayo’. The slow one is not accommodated, and why he is slow is not understood. Also, my understanding of inclusive education is that the school must create opportunities and an environment that can accommodate even a disabled child. IE must accommodate every type of learner. We have shortcomings in the areas of ramps and infrastructure.”

These findings show that inclusive education should care for all learners equally during teaching and learning. The findings give educators the responsibility to ensure that all learners are accommodated without discrimination and that schools always provide opportunities for inclusion. Another participant, based on the understanding of inclusive education in the curriculum, stated that learners should be taught in the classroom. Principal 5 from School E had the following characteristics:

“My understanding of inclusive education is that every learner is unique and different, and you can tell this from the careers available in the world and South Africa. This shows that we cannot all do the same thing, so education in the classroom should not be treated as such. In short, the curriculum should be suitable for any learner, regardless of their family background.”

The above findings reveal that inclusive education is unique to learners and that the curriculum should include learners from all backgrounds. Similarly, Principal 3 from School C was added to the curriculum discussion.

“Inclusive education is when a teacher teaches so that it accommodates all levels of learners. For example, when creating a map of South Africa, you can use colours for provinces instead of names to accommodate those less gifted or struggling. Sometimes bring concrete objects to represent what you are teaching about. I understand that when teaching accommodates all levels of learners, it makes it more practical for those. Even when performing activities and worksheets, it is essential to design them to accommodate all levels of learners using a differentiated curriculum.”

The above findings reveal that inclusive education calls for the differentiation of struggling learners. The findings also advocate the use of natural things to symbolise lessons. The other participants shared the same sentiment. Principal 1 from School A shared the following points:

“My understanding of inclusive education is that all learners, gifted or poor, must be accommodated. Inclusive education accommodates everyone by implementing differentiation, if necessary.”

The above findings reveal that inclusive education accommodates all learners regardless of their differences and emphasises inclusion during teaching and learning. Similarly, Principal 2 from School B shared that some learners experience mental challenges, but this does not mean that they cannot be educated.

“Inclusive education means that learners do not separate according to their learning levels. In inclusive education, there is nothing like having the mentally challenged learner learn separately and those performing well learn separately. So you need to include all of them in the lesson even though others have challenges, so that helps even to screen learners and bullying.”

The above findings revealed that inclusive education is about creating an environment where all students, regardless of their abilities, learn together and are valued equally. It's not about separating students based on their learning levels or abilities but rather about creating a supportive and accepting community where everyone feels included and supported.

To implement inclusive education, a comprehensive approach must be adopted. This journey begins with rigorous and continuous teacher training in differentiated instruction, understanding diverse learners, and inclusive classroom management. The curriculum should be dynamic and adaptable, with resources and support that extend beyond co-existence. This requires sufficient funding for specialist staff and materials and ensuring accessible infrastructure for all. Fostering an inclusive school culture that cherishes diversity and belonging bolstered by social-emotional learning programmes is the foundation of inclusive education's transformative potential. This study offers profound insights into inclusive education, underscoring its principles and practical implications for schools. The findings highlight the importance of a discrimination-free learning environment that reinforces the principle of equality by treating all learners equally. (Göransson & Nilholm, 2014) argued that inclusive education is a powerful tool to combat discrimination and exclusion, focussing on diversity, fairness, citizenship, and the universal right to adequate and customised education for all learners. They emphasise the need for schools to provide a supportive and inclusive environment that values and respects all students.

The participants consistently emphasised that all learners were teachable, reflecting an optimistic and inclusive mindset. This finding supports the view that no student should be separated from the teaching process due to their intellectual level. This perspective collaborates with (Corral-Granados et al., 2024), who asserted that inclusion should ensure quality teaching for students with special needs and describe what teaching should look like for all students with diverse needs. The need to include all learners in the same lesson, regardless of their academic ability, is paramount. This suggests that inclusive education should accommodate all learners. This finding agrees with the study by (Mbua, 2023), who postulated that inclusive education goes beyond teaching and learning and must involve the school environment to support all learners. The findings further emphasise the individuality of each learner, noting that learners come from diverse cultural backgrounds and should not be treated the same. This supports inclusive educational principles, ensuring that all learners feel valued and understood. This is consistent with the views of (Corral-Granados et al., 2024), who highlighted that inclusion addresses differences such as gender and cultural background.

The study findings suggest the use of a differentiated curriculum to cater to all levels of learners in the same lesson and the use of various teaching strategies to address individual needs. This practical approach to inclusive education ensures that learners who struggle in the classroom receive tailored support. Diverse learners are those with different learning styles, abilities, and needs. This included students with disabilities, various cultural backgrounds, and students with other academic skills. This collaborates with research that high-quality inclusive education provides a sense of belonging when an individualised curriculum is offered and emphasises the importance of curriculum flexibility and adaptable resources for the success of inclusive education ((Lindner & Schwab, 2020); Norwich, 2020). The study findings highlight the importance of equality, personalised support, and the need for comprehensive teacher training. This includes training teachers through professional development programmes to manage diverse classrooms, promote positive interactions between students, and adapt teaching materials to different learning styles. Comprehensive preparation is crucial to the successful implementation of inclusive education. These findings are consistent with those of (Nzuza, 2024), who found that educators who have undergone professional development in inclusive education understand and accommodate diverse learners in the classroom.

In addition, the study revealed that schools should improve their infrastructure, such as modifying classrooms, restrooms, and playgrounds, to make them accessible to all learners, including those with disabilities. This could include installing ramps for wheelchair access, providing adjustable desks for students with mobility issues, and ensuring that all areas of the school are well-built and easy to navigate. This cannot be overstated, as it ensures that physical environments support inclusive practices, making it easier for all learners to navigate and use school facilities. This is consistent with a study by (Nzuza, 2024), who found that schools should have specific and unique facilities to accommodate diverse learners. By addressing the practical implications of this study on understanding inclusive education, more opportunities will be created and inclusive classrooms will be realised.