The methodology is qualitative, and phenomenology was chosen (Creswell, 2013), because it is intended to discover and understand the phenomena from the point of view of each participant and from the collective construction, that is, through the life experiences of teachers and students belonging to the University of the Autonomous Regions of the Nicaraguan Caribbean Coast in relation to inclusive education and their pedagogical practice.

To collect the information, the technique of focus groups of teachers and students at the University of the Autonomous Regions of the Nicaraguan Caribbean Coast based in Bluefields was chosen. These groups aimed to generate a space for dialogue with the purpose of knowing the feeling, thinking, and living of their life experiences on inclusive education and pedagogical practices (Hamui-Sutton & Varela-Ruiz, 2013). See Table 1.

Table 1. Participants in the research process

Table 1 Table 1 Participants in the research process

Focal groups	Women	Men
Teachers	5	2
Students	4	3
Total	9	5

The inclusion criteria were carried out through the fulfillment of the following criteria: (a) teaching staff of the Bluefields University Campus; (b) active students at the Bluefields Campus; and (c) interest in participating in the study. The people participating in both focus groups belong to all the careers of the Bluefields University Campus. Both focus groups were held during the second semester of 2022, with prior authorization through the prior, free, and informed consent of the student body and faculty, as well as the authorization of the university authorities.

The data collected from the two focus groups (teachers and students) were fully transcribed. It is important to mention that the data obtained were subjected to content analysis (Voynnet, 2012) by coding the meaning units of the texts (Blais & Martineau, 2006). The coding process of two previous categories began in previous studies by Ainscow (2016) and González-Lara (2014): inclusive education; and pedagogical practice. From this first coding, two subcategories emerge for inclusive education: equality and equity; and accessible learning environment. In the case of the inclusive pedagogical practice category, three subcategories emerge: personal experiences; learning alternatives; and respect and recognition of the different peoples (see Table 2).

To understand an inclusive pedagogical practice, one must understand the concept of inclusive education of university teachers. Inclusive education is based on the belief that education is a human right and the basis for a more just society (Ainscow, 2016). Specifically, inclusive education is: [...] “a process of equality and dignity where students interacting in inclusive pedagogical practices, based on relevant and equitable curricula with affective, accessible contextual and technological environments that recognize differences, diversities and cultural identities for the experience and achievement of learning for all” (Focus Group with Teachers, 2022).

Inclusive education as a process of equality and dignity seeks “the interaction and reflection of the different educational practices where all students can share their ideas respecting their points of view and their different procedures” (Focus Group with Teachers, 2022). In addition, it should be seen as an incessant search to find better ways to respond to diversity (Ainscow & César, 2006), then, pedagogical proposals based on relevant curriculum are used, whose bases are based on the recognition of the group and individual potentialities (Focus Group with Teachers, 2022) that involve a process related to the identification and elimination of barriers to the presence, participation and achievement of all students who are at risk of social exclusion (Ainscow, 2016).

Then, the need arises to establish accessible learning environments, to develop awareness and trust with an emphasis on mutual challenge and self-critical reflection of the student, thus, “a positive, interactive and dialogical environment is generated so that the shyest students or with different mother tongues feel motivated and confident” (Focus Group with Teachers, 2022), “enabling students to develop and feel included in the educational environment” (Focus Group with Students, 2022), for this reason, the pedagogy of the teacher in the classroom adapts to the different identities of the students through a cultural, political and educational practice transformation with the commitment to eliminate the barriers that make educational exclusion possible (Ainscow, 2020).

In addition, “seek integration actions with students through collaborative work and the use of inclusive and equitable tools within the classroom to avoid discrimination” (Focus Group with Teachers, 2022), that is, “promote a creative pedagogy with an emphasis on interaction or coexistence talks between all students” (Focus Group with Students, 2022), it is about finding ways to serve students who have traditionally been excluded from educational opportunities with emphasis in equity and inclusion (Ainscow, 2016).

The notion of “pedagogical practice” has a polysemic conception as teaching practice, educational practice, teaching practice, pedagogical work, and teacher work (González-Lara, 2014), although pedagogical practice is much more than what the teacher does in the classroom (Ríos, 2018), the teacher not only interacts in his classroom, but in the experiential and community context of social projection of the universities. From this perspective, it can be said that an inclusive pedagogical practice is: [...] “the transmission of personal experiences in their family and social life for the understanding of the difficulties and problems of the students that facilitates the construction of experiences and alternatives of joint learning through reflection on daily life, respect and recognition of different peoples” (Focus Group with Teachers, 2022).

This conception of inclusive teaching practice of teachers has three categories, which need to be examined: personal experiences; learning alternatives; and respect and recognition of different peoples. Furthermore, that practicing teaching skills in authentic settings provides students with rich examples of professional life and helps them acquire professional skills and develop their intellectual capacities (Murphy, 2010; Verjee, 2010).

Therefore, the transmission of personal experiences in their family and social life satisfies the needs of the community or territory and understand the curricular contents, because “teachers teach, communicate, socialize, reflect and evaluate our educational experiences” (Focus Group with Students, 2022). It is a form of experiential education in which students engage in activities to help the community while facilitating academic learning and the development of professional skills (Rodríguez-Gallego & Ordóñez-Sierra, 2015). These personal experiences are complemented through the construction of joint learning experiences and alternatives, teachers seek various strategies that make learning experiences possible (Focus Group with Teachers, 2022), that is, “they explain and guide their teaching practice through diagrams, videos, photos, flipcharts with group and individual methodologies, which are facilitated by interactive talks or conversations, using audiovisual materials” (Focus Group with Students, 2022).

These learning alternatives facilitate the formation of reflective and critical skills that encourage the development of a commitment to solidarity and allow the responsible exercise of citizenship (Puig et al., 2011). Reflection on daily life, respect, and recognition of different peoples, consolidates the personal, and spiritual identity, moral development, and personal values of the students (Rodríguez-Gallego, 2014). So, “teachers look for a way for all of us to learn equally, regardless of our cultural differences, in addition, they reflect through the opinions and perspective of each town, where each student expresses their pros and cons in a respectful manner and recognizing their cultural diversity” (Focus Group with Students, 2022).

In short, an inclusive pedagogical practice is one that takes into account the individual needs and characteristics of each student, and that provides all of them the opportunity to participate and learn in a meaningful way. Some characteristics of an inclusive pedagogical practice are flexibility, diversity, collaboration, responsibility, participation, equity, and accessibility (see Table 3).

Table 3. Characteristics of an Inclusive Pedagogical Practice

Table 3 Table 3 Characteristics of an Inclusive Pedagogical Practice

Characteristics	Descriptor
Flexibility	It adapts to the needs and learning styles of each student and allows each one to work at their own pace and at their own level.
Diversity	Recognizes and values the individual differences of each student and provides all of them with the opportunity to participate and learn.
Collaboration	It encourages collaboration and teamwork among students and promotes communication and intercultural dialogue.
Responsibility	It is based on the shared responsibility between the teacher and the students and promotes independence and critical thinking.
Participation	It involves students in planning and assessing learning and encourages active participation and engagement.
Equity	It guarantees equal opportunities for all students, regardless of their individual differences.
Accessibility	It provides all students with access to the information and necessary tools to learn and takes into account the needs of those with disabilities or limitations.

Note: Information processing from field work.

V. Conclusion

This study has inquired about the pedagogical practices of university teaching staff and their relationship with inclusive education. The findings describe the notion of inclusive education that has been implemented in university education, for example, the teaching staff defines inclusive education in university education as a process of equality and dignity that seeks integration in an accessible and effective learning environment through a creative and collaborative pedagogy in the classroom, this notion is related to what was stated by Ainscow (2016) in the sense that inclusive education refers to a process of transformation of education that seeks to ensure that all students, regardless of their individual differences, can participate and learn in a meaningful way in educational spaces and in society. Likewise, integrating into teaching and learning environments using social strategies (Uleanya, 2023).

About inclusive pedagogical practices are defined as the transmission of personal experiences in their family and social life for the understanding of the difficulties and problems of students that facilitates the construction of experiences and joint learning alternatives through reflection on daily life, respect, and recognition of different peoples. This conception is linked to what was expressed by Finkelstein et al. (2021) who describe five aspects of inclusive practice that allow teachers to design lessons that remove educational barriers for students: collaboration and teamwork; instructional practices; organizational practices; social and emotional practices; and monitoring and evaluation processes.

So, inclusive pedagogical practices are characterized by promoting dialogue, reflection, and respect through group and individual methodology with the help of audiovisual materials in an accessible and effective learning environment with relevant curricula that recognize the diversity of learning, which is consistent with studies previous ones such as those of Lindner and Schwab (2020) who identified various forms of inclusive teaching practice that go back in differentiation and individualization, which can be implemented in appropriate environments with flexible curricula, accessible resources and teachers with knowledge about inclusive education, as an opportunity for a beneficial education for all students.

It is clear, then, that there is a responsibility on the part of teachers to continue to deepen inclusive pedagogical practices with students from vulnerable groups and at risk of social exclusion. Understanding that this type of practice allows for innovating, undertaking, deepening, and transforming the learning process in the classroom, based on flexible, diverse, collaborative, responsible, participatory, equitable, and accessible processes. In such a way that inclusive pedagogical practices will have an important positive effect on the learning process of the student body.