Exploring Teachers' Perspectives on Graphic Novels as a Pedagogical Tool in Inclusive Classrooms.

Abstract

Teachers are extensively adopting Inclusive Pedagogical styles to meet the needs of maximum learners. The present study aimed to understand teachers’ perspectives towards Graphic Novels as a Pedagogical tool in Inclusive Classrooms, particularly in the Indian context, using an exploratory mixed-method approach. A non-probability purposive sampling technique was used to survey 100 teachers (50 Pre-service and 50 In-Service). Additionally, ten teachers were selected for semi-structured interviews. Frequency and Percentage analysis were used to examine quantitative data, while thematic analysis was used to interpret qualitative responses. The findings of the study display pre-service and in-service teachers' willingness to adopt Graphic Novels as a pedagogical tool in Inclusive Classrooms. Qualitative narratives suggest that graphic novels have the potential to increase learners' engagement, reduce cognitive overload, and deepen critical thinking. The findings emphasize that Graphic Novels can be considered an integral part of inclusive pedagogy rather than just a supplementary tool.