The research sought to ascertain how instructional approaches and teachers key competencies relate to inclusive education for improved learner opportunities. The research adopted a descriptive correlational design and implied the participation of 162 out of 181 teachers of the five schools in Lakeside District under the Schools Division of San Pablo City for the school year 2023-2024. A five-part survey was used to collect and analyze the respondents perceptions of instructional approaches and teachers key competencies relative to inclusive education for improved learner opportunities. The findings show a substantial positive relationship between the perceived instructional approaches on inclusive education pedagogy and inclusive education opportunities: universal design for learning principles and differentiated instruction dimensions. Similarly, there is a positively significant correlation between the teachers key competencies in inclusive education and that of inclusive education opportunities. Thus, the hypothesis suggests no significant relationship exists between perceived instructional approaches on inclusive education pedagogy and inclusive education opportunities, as universal design learning principles and differentiated instruction dimensions are not sustained. Likewise, the null hypothesis that no significant relationship exists between teachers key competencies in inclusive education and inclusive education opportunities is not sustained.

Differentiated Instruction Dimensions

Inclusive Education Opportunities

Instructional Approaches

Universal Design for Learning (UDL) Principles

Teachers’ Key Competencies