Teaching Presence for Inclusiveness in Blended Learning Classrooms: Perspectives from English Language Educators

Abstract

The goal of this research study was to evaluate how Teaching presence, as a Community of Inquiry (CoI) construct, could help establish more inclusive blended learning classrooms in English language teaching (ELT) and whether educators need additional support to enhance inclusivity in their classrooms. An explanatory mixed-method study was conducted, investigating the relationship between teachers’ teaching presence, their inclusive practices, and future training needs in blended learning environments. Data were collected from 68 ELT educators worldwide via a survey comprising the CoI questionnaire and an original inclusive practices scale. The study revealed that educators generally possess high confidence in facilitating and guiding blended learning, reflecting strong perceived capability in fostering inclusive environments. Positive correlations were found between Teaching presence and various measures of inclusive practice, indicating that stronger teaching presence enhances educators’ readiness and confidence in inclusive practices. However, many educators reported insufficient preparation and support for inclusive blended learning, highlighting the need for more comprehensive professional development and targeted resources. The findings emphasize the importance of integrating the CoI design principles and leveraging technology to enhance inclusivity. Overall, the study underscores the necessity of embedding the creation and maintenance of inclusive environments as fundamental components of educator training programs, aligning with the broader goals of inclusive digital education.