This article explores the challenges of ensuring academic freedom within the inclusive teaching process. Academic freedom is fundamental to educational quality, teacher autonomy, and innovation, yet it becomes increasingly complex in inclusive environments. This study identifies three key barriers: institutional policy ambiguity, conflicting pedagogical expectations, and legal illiteracy among educators. Drawing from both Uzbek and international contexts, the paper offers actionable recommendations to safeguard academic freedom in inclusive settings.

Academic freedom, inclusive education, higher education policy

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