The Inclusive Learning Community: Theoretical Arguments and Practical Insights in Five School Projects

Winnie-Karen Giera ()
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Winnie-Karen Giera: Institute of German Studies, University of Potsdam, 14469 Potsdam, Germany

Sustainability, 2025, vol. 17, issue 17, 1-19

Abstract: This article explores the concept of Inclusive Learning Communities (ILCs) by combining theoretical perspectives with practical school-based case studies. Drawing from interdisciplinary fields such as education, sociology, and social work, this study investigates how inclusive practices can be implemented in both formal and informal educational settings. Through five distinct projects—ranging from civic participation to writing workshops and service-learning—this article highlights how inclusive pedagogical approaches can foster equity, participation, and social cohesion. The findings underscore the importance of long-term partnerships, collaborative design, and context-sensitive implementation strategies aligned with the Sustainable Development Goals (SDGs). Ultimately, this article demonstrates that inclusive learning communities can serve as transformative spaces for lifelong learning and social empowerment.

Keywords: inclusive learning community; lifelong learning; participatory pedagogy; sustainable development goals; interdisciplinary collaboration (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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