ABSTRACT
This chapter uses the lens of a qualitative study that employed a four-phase group discussion and iterative reflection to explore the emerging roles and self-perceived capacities of practitioners in a broad-based environment. It presents the features of differentiation that frame inclusive learning environments and the compatible shifts needed to transform globalized settings. The chapter discusses the emerging practitioners' reflective attributes within the purview of interactive engagement. It describes the nature of readiness and practitioner-led inclusive practices that intelligent learning communities must adhere to. School recruitment provisions provide a litany of qualifications and skills demanded from the workforce, and interestingly practitioners have stood resilient. The process of global socialization stems from the interdependence of cognitive, affective, and behavioral processes. It is a dynamic process that follows multiple advocacy pathways. Once the climate of interconnectedness is ensured, inclusive practices emerge easily because lecturers and students can become authentic, spontaneous, and responsible for their thoughts and actions.
