This study employed a qualitative phenomenological approach and thematic analysis to investigate the lived experiences of inclusive education teachers in public schools in Japan. By centering on teachers’ voices, the research sought to capture how educators interpret inclusive education, the challenges they face, and the strategies they use to meet the needs of diverse learners. Semi-structured interviews with nine teachers from both elementary and junior high school levels provided rich insights into inclusive practices as they unfold in everyday classrooms. Thematic analysis revealed eight interrelated themes: (1) understanding and embracing the philosophy of inclusive education, (2) persistent resource constraints and overwhelming workload, (3) challenges in meeting diverse student needs, (4) the critical role and difficulty of parental involvement, (5) adaptive instructional strategies and inclusive classroom practices, (6) collaboration and support systems as enablers of inclusion, (7) systemic and policy-level gaps in inclusive implementation, and (8) personal and professional growth through inclusive practice. While teachers demonstrated creativity, resilience, and deep commitment to inclusive values, their efforts were often constrained by systemic limitations and policy-practice gaps. Grounded in these insights, the study developed a six-component action plan designed to strengthen inclusive education from both classroom and systemic perspectives. The action plan integrates inclusive teaching practices, collaborative support systems, professional development, family and community engagement, equitable resource allocation, and policy-practice alignment. As a contextually grounded and teacher-informed model, it offers a significant and original contribution to the discourse on inclusive education, providing a practical foundation for advancing sustainable and flexible inclusive practices within the public school system in Japan.

Keywords: inclusive education, teacher lived experiences, public schools in Japan, phenomenological approach, thematic analysis, proposed action plan