Inclusive and Physical Education in Higher Education: A Comparative Multi-Group Analysis of Pedagogy, Participation, and Learning Outcomes

Resumen

This study examines the relationships among instructional differentiation, adaptive teaching practices, student participation, and perceived learning outcomes among university students in inclusive education and physical education contexts. A quantitative, cross-sectional survey was conducted. A questionnaire survey was carried out and 208 valid responses were used. The results show positive relationships between instructional differentiation and participation, adaptive teaching practices and participation, and participation and perceived learning outcomes. Both teaching practices also show positive direct relationships with perceived learning outcomes. Participation mediates the relationships between instructional differentiation and perceived learning outcomes and between adaptive teaching practices and perceived learning outcomes. The displayed Multi-Group Analysis (MGA) estimates suggest that instructional differentiation and the participation–learning relationship are stronger in inclusive education, whereas adaptive teaching practices are more strongly associated with participation in physical education. The study integrates teaching practices, participation, and perceived outcomes in a comparative higher education framework. Findings highlight participation as a potential pathway linking responsive teaching with perceived learning. However, group comparisons remain provisional because the manuscript labels MGA estimates as illustrative.