INCLUSIVE MINDSETS AND BEHAVIORS: A FRAMEWORK FOR DEFINING, UNDERSTANDING, TEACHING, AND FOSTERING INCLUSION
Abstract
This article explores inclusive mindsets and behaviors as essential components of socially sustainable environments. We construct a conceptual framework that defines inclusion, identifies underlying psychological and sociocultural processes, and proposes pedagogical strategies to foster inclusion in educational and organizational contexts. Employing mixed qualitative and quantitative methods, the study reveals that explicit reflection, perspective-taking, and structured inclusive practice significantly enhance the development of inclusive behaviors. Implications for theory and practice are discussed, highlighting targeted instructional approaches.
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