Strengthening Curriculum Management Capacity for Inclusive Non-Formal Education: A Qualitative Study of Collaborative Mentoring and Teacher Learning in SKB Kabupaten Malang

Rika Mellyaning Khoiriya, Ikhwan Ardhiansyah, Afidatun Faiza

Abstract


This study explores how collaborative mentoring enhances curriculum management capacity and teacher learning for inclusive education within non-formal settings. Employing an intrinsic qualitative case study design, data were collected through interviews, observations, and document analysis at SKB Kabupaten Malang, Indonesia. Thematic analysis revealed key challenges in conceptualizing inclusive curricula, the transformational role of collaborative mentoring, supporting and inhibiting factors, and changes in teaching practices. Collaborative mentoring fostered reflective dialogue and practical adaptation of learning materials, shifting educators from procedural compliance to responsive inclusive practices. The findings highlight that sustainable capacity building requires not only policy but also consistent mentoring, leadership support, and contextually relevant pedagogical models. This study contributes to the limited literature on inclusive curriculum leadership in community-based non-formal education

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ISSN: 2987-2448