Factors of Inclusiveness in Higher Education

Teachers identify several ways to achieve inclusive higher education (Korthals Altes et al., 2024, pp. 11):

• application of universal design
• student-centred learning
• group assignments to increase social interaction
• an inclusive environment
• oral and shorter written assignments as incentives for inclusive learning
• guidelines outlining expectations for participation
• student time management.

Filippou et al. (2025) defined indicators of inclusive higher education in three categories through a review of papers:

• inclusive policies – university level, regional level, state/national level
• inclusive practice – syllabus, administration, teaching, and learning
• accessibility – social, physical, digital, and attitudinal.

At the University of Hull, a Framework for Inclusive Higher Education was conceptualised (Hubbard & Gawthorpe, 2025). The Framework details five areas of action that contribute to inclusive practice in a higher education institution and six key principles or ways of working (Figure 1).

Figure 1. Framework for Inclusive Higher Education (Hubbard and Gawthorpe, 2025)

Inclusive education does not mean compromising academic standards or the quality of the process. Inclusion does not require grade inflation or simplification – inclusive programmes can and should be challenging, enabling the acquisition of knowledge, skills, and discipline in meeting obligations. Adopting an inclusive approach recognises that some students are systematically disadvantaged and proactively ensures that all students have equal opportunities for success. Inclusiveness is the responsibility of everyone involved. It requires students, academic staff, non-teaching staff, and the administration of higher education institutions to collaborate in creating the most inclusive environment possible.