Editorial: Transforming teacher education in Sub-Saharan African countries towards the achievement of Sustainable Development Goal 4 by 2030: new opportunities, challenges, problems and prospects

The six papers underscore the necessity for reforming the initial teacher education curriculum in Sub-Saharan African nations. Emphasis should be placed on adopting Social and Human Rights models of disability to identify barriers within school cultures, policies, and practices, rather than focusing solely on student characteristics. Furthermore, teacher education programs in the region should integrate inclusive education principles, balancing theoretical concepts with relevant pedagogical practices suitable for inclusive classrooms. Additionally, there is a call for increased opportunities for student teachers to critically examine their assumptions about diversity, disability, and the role of schools in marginalization and exclusion. Moreover, teacher education institutions should facilitate more professional development opportunities for educators through collaborative learning in communities of practice.