Inclusive learning and teaching in higher education refers to the ways in which pedagogy, curricula and assessment are designed and delivered to engage students in learning that is meaningful, relevant and accessible to all. It embraces a view of the individual and individual difference as the source of diversity that can enrich the lives and learning of others.

(Hockings, C., Inclusive learning and teaching in higher education: a synthesis of research, 2010)

A group of diverse students working together critiquing research papers, using discussion forums, producing collaboratively written reports and videos with their mobile devices.

Designing inclusive learning implies ensuring that your teaching, course and all its components:

  • are accessible to all students, including students with disabilities, learning differences, mental health conditions or other health conditions that may affect their learning
  • embrace diversity and
  • make all students feel welcome and valued, regardless of race, nationality, ethnicity, age, gender, sexual orientation, weight, caring responsibilities, social or financial background, access to technology, religion, etc.