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<p>Social media (SM) offers an emerging pedagogical setting for advancing inclusive education. This study explored the associations among attitude (AT), perceived behavioral control (PBC), subjective norms (SN), and pre-service teachers’ (PSTs) intentions (IN) toward inclusive education within a social media–supported training context. Grounded in the Theory of Planned Behavior, data from 212 PSTs were analyzed using a complementary multi-method analytical strategy combining structural, configurational, and non-linear approaches. The findings indicated positive relationships between attitude and intention, and subjective norms and intention following the training. In contrast, perceived behavioral control showed a negative relationship with intention, suggesting that increased awareness of inclusive education challenges may have reduced participants’ perceived capability. Additional analyses revealed non-linear patterns, and fsQCA identified two high-intention configurations—(AT * PBC * SN) and (~AT * PBC * ~SN). Across these analyses, perceived behavioral control consistently emerged as a prominent correlate, whereas attitude and subjective norms demonstrated positive associations with intention. Collectively, the three analytical approaches provided complementary, non-causal insights into how attitude, subjective norms, and perceived behavioral control relate to inclusive intention. The findings highlight the potential of social media pedagogy to support the development of inclusive perspectives in teacher education.</p>

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Understanding social media–based pedagogy and pre-service teachers’ inclusive education intentions through a complementary multi-method analysis using artificial neural network, MGA, and fsQCA

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月11日

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  • Muhammad Zaheer Asghar,
  • Javed Iqbal,
  • Elena Barbera,
  • Pirita Seitamaa-Hakkarainen,
  • Zarqa Farooq Hashmi

摘要

Social media (SM) offers an emerging pedagogical setting for advancing inclusive education. This study explored the associations among attitude (AT), perceived behavioral control (PBC), subjective norms (SN), and pre-service teachers’ (PSTs) intentions (IN) toward inclusive education within a social media–supported training context. Grounded in the Theory of Planned Behavior, data from 212 PSTs were analyzed using a complementary multi-method analytical strategy combining structural, configurational, and non-linear approaches. The findings indicated positive relationships between attitude and intention, and subjective norms and intention following the training. In contrast, perceived behavioral control showed a negative relationship with intention, suggesting that increased awareness of inclusive education challenges may have reduced participants’ perceived capability. Additional analyses revealed non-linear patterns, and fsQCA identified two high-intention configurations—(AT * PBC * SN) and (~AT * PBC * ~SN). Across these analyses, perceived behavioral control consistently emerged as a prominent correlate, whereas attitude and subjective norms demonstrated positive associations with intention. Collectively, the three analytical approaches provided complementary, non-causal insights into how attitude, subjective norms, and perceived behavioral control relate to inclusive intention. The findings highlight the potential of social media pedagogy to support the development of inclusive perspectives in teacher education.