This study examines the role of constructivist learning approaches and instructional methods in promoting inclusive education among college-level students in Meghalaya, in alignment with the vision of Viksit Bharat 2047. Grounded in constructivist theory, the research explores how learner-centered pedagogies—such as inquiry-based, collaborative, and problem-based learning—contribute to student engagement and participation. The study also investigates the influence of demographic variables, including gender, socio-economic status, and locality, on inclusive education outcomes.

A quantitative descriptive research design was employed, and data were collected from a sample of 105 students using a structured questionnaire. Statistical techniques such as t-test, ANOVA, correlation, and regression analysis were used to analyze the data. The findings revealed that there is no statistically significant relationship between constructivist learning approaches and inclusive education outcomes. Additionally, demographic variables did not significantly influence students’ engagement and participation in constructivist learning environments.

The results highlight a gap between the theoretical effectiveness of constructivist pedagogy and its practical implementation in diverse educational contexts. The study concludes that while constructivist approaches hold strong theoretical value, their effectiveness depends largely on contextual factors such as teacher preparedness, institutional support, and availability of resources. Therefore, achieving inclusive education requires a holistic and context-sensitive approach beyond instructional methods alone.