Enhancing the Safety and Participation of Students with Disabilities through Inclusive Engineering Education, Educational Cluster Technology, and Sustainable Development Goals Integration

Authors

  • Shokhsanam Zaripboy Matupaeva Chirchik State Pedagogical University, Chirchik, Uzbekistan
  • Dilfuza Azamkulovna Pulatova Chirchik State Pedagogical University, Chirchik, Uzbekistan
  • Guliza Bayramalievna Tagonova Chirchik State Pedagogical University, Chirchik, Uzbekistan
  • Khusnora Shukhrat Yunusova Chirchik State Pedagogical University, Chirchik, Uzbekistan
  • Intizor Khujamuratovna Ruzimova Urgench State Pedagogical Institute, Urgench, Uzbekistan
  • Suruchi Pandey Symbiosis Institute of Management Studies, Symbiosis International (Deemed University),MH, India
  • Inobat Nurulla Ibodullaeva Chirchik State Pedagogical University, Chirchik, Uzbekistan
  • Nigora Azizovna Egamberdieva Chirchik State Pedagogical University, Chirchik, Uzbekistan
  • Ruslana Vladimirovna Pliyeva Chirchik State Pedagogical University, Chirchik, Uzbekistan
  • J. Juhanaini Universitas Pendidikan Indonesia, Bandung, Indonesia

DOI:

https://doi.org/10.16920/jeet/2026/v40is1/26162

Keywords:

Educational Cluster Technology, Engineering Education, Inclusive Engineering Education, Psychological Safety, Students With Disabilities, Sustainable Development Goals.

Abstract

The purpose of this study was to develop and evaluate a model for improving the safety and participation of students with disabilities through inclusive engineering education, educational cluster technology, psychological support, and Sustainable Development Goals (SDGs) integration. We used a mixed-methods design that combined literature analysis, observation, interviews, and a pedagogical experiment (1,238 students, with 633 in the experimental group and 605 in the control group). Social safety was assessed before and after the intervention using high, average, and low categories. Quantitative and qualitative analyses resulted in improved social safety in the experimental group, including higher proportions at high and average levels and fewer students at the low level. The term “Diffuse Inclusive” approach integrates pedagogical, psychological, socio-cultural, and family support to strengthen adaptation, participation, and psychological safety within inclusive engineering education aligned with SDG 4.

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Published

2026-10-23

How to Cite

Matupaeva, S. Z., Pulatova, D. A., Tagonova, G. B., Yunusova, K. S., Ruzimova, I. K., Pandey, S., … Juhanaini, J. (2026). Enhancing the Safety and Participation of Students with Disabilities through Inclusive Engineering Education, Educational Cluster Technology, and Sustainable Development Goals Integration. Journal of Engineering Education Transformations, 40(1), 178–185. https://doi.org/10.16920/jeet/2026/v40is1/26162

Issue

Volume 40, Special Issue 1, September 2026

Section

Articles
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