Accessibility and Inclusion in Higher Education: Implementing International Imperatives in National and Institutional Contexts

The study aimed at establishing the status quo and mapping a direction in diversity and inclusivity in higher tertiary education in Zimbabwe. Whilst different institutions may have guidelines on inclusivity, there seems to be a lack of a specific inclusive education policy or legislation in Zimbabwe. Authors reviewed literature from Scopus several peer-reviewed journals and policy briefs. The reviewed journals covered developed, emerging and developing contexts. Having reviewed the literature, there is evidence that diversity and inclusivity issues are not being fully addressed. Despite ratification of the diversity and inclusion agenda at the national level and the existence of policies at the higher education institutional level, operationalisation is depressed and in need of a Lazarus moment. The situation has been exacerbated by legal and policy incongruities and inconsistencies. Pursuantly, it is recommended that a bespoke diversity and inclusivity institutional policy framework and management architecture be designed, synchronised and operationalised. Areas for further study can be action research focusing on coping mechanisms for the excluded groups. Diversity and inclusion in higher education in developing countries such as Zimbabwe have been adversely affected by limited resources. The negative mindset and stereotypic labelling of marginalised students needs to be changed among the other students and members of staff. The embracing of diversity and inclusion in Higher Education in Zimbabwe provides a sense of hope and optimism among marginalised students. The psychological sense of belonging is reinvigorated as the students are integrated into higher education programmes.

Purpose The study builds on the literature of inclusive higher education, which describes the constructs and challenges of inclusive HE. The study emphasizes the factors responsible for inequality in HE limiting fairness and social justice. The study discusses the critical aspects of inclusive HE for policy directives and new strategic actions. The study describes the essential concepts and dimensions of inclusiveness in HE which support the development of new policy directives, strategic actions at the institutional level and higher stakeholder engagement. Design/methodology/approach The study is a comprehensive review of the concept of inclusive HE. It attempts to explore the concepts of inclusive HE, its enablers and barriers based on a library search of an online database of Scopus. The research adopts the PRISMA model, an approach which is derived from healthcare studies which are inspired by a rigorous and systematic approach. Findings The findings conclude on the apprehension at the institutional policies and practices framework on accessibility, affordability and competence measurement. The study concludes country country-specific restrictions in addressing learners’ diversity and the dearth of financial support in the form of crowdfunding apart and scholarships are critical dimensions of HE, which is an unexplored area of research in higher educational studies. Practical implications Inclusive higher education (HE) advocates social justice with equal rights and opportunities for education, which has recognized the need for policies and practices to promote diversity, equity and inclusion in education. The multi-stakeholder engagement for curriculum and pedagogy development would address the challenge of diversity. Future studies can be directed at examining the campus climate and outcomes of inclusive education and devising an evaluation framework for universal inclusive HE. Originality/value The study brings out the drivers that restrict the fairness in the HE system. The paper discusses diverse literature and identifies the relevant gaps in the strategic orientation of inclusive HE. The research sets the context for understanding the concept of inclusivity in HE in totality through a comprehensive review of extant literature, which sets the direction for future policy directives to address the existing research gaps in the HE institutional framework.

Since the 1990s, there is a rise in attention to inclusion in education encompassing inclusion in Higher Education (HE), which is an important element of-/and leads to equity in society. HE-teachers are a key factor in improving inclusion in higher education, but little is known about 1) their understanding of inclusion, 2) the challenges they experience for establishing inclusion, and 3) how they characterize inclusive learning environments. In this study, these three aspects were explored using a systematic literature review. From the selected 36 peer-reviewed articles was concluded that even though there is a rise in attention to inclusion in HE in recent years, most attention is still on integrating students with disabilities in regular education instead of the newer broader definition of inclusion ‘for every student’. When HE-teachers’ understanding of inclusion was discussed, they more often had a positive attitude toward inclusion, but it is unclear what this attitude was against (and what is meant by positive/negative) due to the neglect of mentioned definitions of characteristics. HE-teachers’ challenges for inclusion in higher education are internal (lack of knowledge, skills, experience, and confidence) and institutional (lack of resources, support, information, and training). These findings demonstrate the necessity of cooperation between teachers and HE-institutions, in addition to the role of scholars in studying teachers' understanding of inclusion, to improve the inclusive learning environment of students in HE.

The need to develop the European Higher Education Area (EHEA) in Ukrainian higher education and create an inclusive learning environment necessitates research into ways of improving technologies and methods for ensuring inclusive and high-quality learning. Contemporary concepts of social development and education for all emphasise the importance of social inclusion for social cohesion and the socio-economic competitiveness of communities and territories, and therefore direct the attention of educators and researchers to the development and use of innovative tools, including digital ones, to increase inclusiveness in education. The article reviews conceptual regulatory and legal acts and international documents that lay the foundation for digitalisation in the field of social inclusion in higher education. Examples of educational infrastructure are given, representing digital learning resources for social inclusion in a multicultural socio-educational environment. Based on a theoretical analysis of thematic sources, the objectives of using digital educational resources for social inclusion are identified according to their classification: academic objectives; social and communicative objectives; individual and labour (adaptation and labour); development of self-efficacy, personal traits, and the ability for self-directed learning throughout life; social and emotional development; ability for collaborative/team work and entrepreneurial creativity. The necessity of digital adaptation of the Universal Design for Learning (UDL) model to increase inclusiveness in higher education is justified. It is concluded that the use of UDL principles and methods based on the general Universal Design (UD) model should be based on appropriate methodological approaches in line with inclusive education strategies and policies, taking into account certain criteria: region, beneficiary, intervention, didactic (personal/social/competence) approach, psychological and pedagogical conditions, expected effectiveness. It is emphasised that UDL technology (model) has the potential to influence not only the cognitive (academic) results of students, but also the formation of social experience, the development of personal qualities and the quality of life of learning participants .

The article analyses the problem of implementing inclusion in higher education in various developed countries. The author reviews the main international declarative and legal documents that form the basis for the implementation of the principles of inclusion in society in general and in the educational sector in particular. The author traces the connection between changes in public consciousness and activities of higher education institutions in the respective countries with regard to the adoption of the principles of equality and inclusion. It has been found that the implementation of the principles of inclusion in higher education is possible in societies with a high level of community well-being, as evidenced by the higher education systems of highly developed countries that are at the forefront of promoting inclusive university education. That is, inclusive practice in higher education, which is not a compulsory educational level, is developing thanks to social activism and support from government institutions. In fact, the task of the university is to provide a favourable inclusive educational space for a student with special needs. The author draws attention to the fact that promoting an inclusive form of education in a higher education institution should not impair the quality of educational services and limit the level of professional competencies acquired by a person with special needs. The author identifies the key problem of inclusion in higher education - achieving stability in its provision. The author believes that this stability can be achieved through the implementation of the following steps: equal admission of an applicant with special needs; effective training in an inclusive educational space with the acquisition of a full set of professional competencies and the ability to implement the acquired professional elements in professional activities. In the author's opinion, the current progress on the part of Ukrainian society has received a peculiar vector sequence: formation of an understanding of the demand for higher education for people with special needs; search for effective and efficient inclusive formats for organising the educational process in a higher education institution; creation of a unified and universal system of inclusive higher education, which will be integrated into the local educational strategies of a particular higher education institution. This algorithm harmonises the aspirations and wishes of a person with special needs and the capabilities and transformations of the university.

Purpose: Students are considered the main beneficiaries of education, and diversity and inclusion are integral components of the education system. Countries have made several commitments to strengthen student diversity and inclusion in higher education as part of their transition towards Sustainable Development Goal 4 (SDG4). This highlights the need develop a valid tool to assess the institutionalisation of student diversity and inclusion in higher education. Methods: This study describes the use of a rubric of 20-indicators on diversity and inclusion, each with three categories, to assess the content. The rubric was developed by conducting a literature review on these topics. Fifteen experts were consulted for their judgments and ratings. The experts not only ranked the items in order of importance but also suggested revisions. Findings: Based on their feedback, content validity ratio (CVR) was calculated, resulting in 79 validated items. Improvement/Novelty: The validation process helped to determine the validity of the rubric and allowed the identification of items that required modifications. The validated rubric will assist the universities in self-assessing their progress and finding out areas of attention related to student diversity and inclusion in higher education. Keywords: Evaluation, Diversity, Inclusion, Students, Higher education, Rubric, Validation.

Those students at university who have a commitment to providing unpaid support to a family member and/or friend who could not manage without their care are termed student carers. They are identified as a disadvantaged and under-represented group in higher education and therefore miss out on opportunities for educational attainment and the development of broader life skills. Yet little is known about the strategies that would best facilitate their inclusion in higher education. To address this, this research explored the experiences and support needs of student carers to establish how they can be better supported to engage in higher education and maintain their caring responsibilities. Qualitative longitudinal research in which twelve student carers were interviewed approximately eight weeks apart was undertaken informed by a steering group. Findings from a reflexive thematic analysis revealed friction between caring responsibilities and being a student, that student carers have an atypical university experience, and, as a result, flexible and formalised support is needed. Student carers’ views, steering group guidance, and existing literature were synthesised to develop recommendations for fostering student carers’ inclusion in higher education.

Calls for a decolonised and socially inclusive higher education in the last decade have led to the adoption of the Policy Framework for the Realisation of Social Inclusion in Post-School Education and Training System. However, due to the reluctant implementation of this policy and defiance to these calls, higher education remains fundamentally biased and unequal. Given the forgoing submission, this phenomenological study explored the state of social inclusion in higher education. Quantitative data was obtained from sixty student teachers using a questionnaire and analysed using descriptive statistics. For triangulation and validation purposes, focus group interviews were used to collect qualitative data which was analysed using content and thematic techniques. The findings demonstrate that while there has been increased awareness about the issues of social justice, social inclusion, equity, and equality in higher education, more still needs to be done to realise real, meaningful transformation which will deliver the envisaged social inclusion. Therefore, the study calls for government intervention and various organisations to closely monitor and enforce transformation. The study further recommends regular oversight visits to interview students about social inclusivity and anonymous online surveys in which students rate specific indicators of social inclusivity using a Likert scale.

The phenomenon of 'massification in higher education ', which refers to the significant increase in the number of students enrolling in universities, has made it difficult for inclusive education to be attainable owing to unknown reasons that are encumbering the students living with disability from having a sense of belonging. Hence, this study aims to evaluate the relationship between students living with disability and social justice through inclusivity in higher education with the aid of Assistive Technology (AT) to conceptualise a framework. The researchers employed a mixed methods approach to collect and analyse data statistically and descriptively. The requirements for integrating the model to ease the lack of consideration of students living with disability in the digital age were evaluated and critically reviewed regarding its impact on students’ sense of belonging in the digital age. The major findings from this study elucidate the factors perceived as the central requirements for mitigating the lack of inclusivity and social justice in higher education. The procurement of ATs was topical as most respondents (83%) categorically opined the need to improve this process by making timely purchases of the proper ATs from reliable service providers. The successful implementation of this framework could significantly enhance the educational experience of students with disabilities at the University of Venda, making it a more inclusive and supportive learning environment. The findings on the appropriateness of ATs for students overwhelmingly indicated that many of the available devices and technologies meant to assist learners were not fit for the tasks they were intended for. The university should establish a procurement committee and a high-level action plan outlining the requirements for delivering assistive products & services.

A inclusão na Educação Superior vêm ocupando crescente espaço nos debates educacionais nacionais e remetem à trajetória da democratização do ensino, mas percebe-se ainda certa fragilidade no que se refere às diretrizes, apesar da existência de um número expressivo de legislações nessa área específica. Este estudo objetivou apresentar uma revisão sistemática de Teses e Dissertações defendidas no Brasil sobre inclusão na Educação Superior e a presença de Núcleos de Acessibilidade na Educação Superior. A metodologia utilizada foi a revisão sistemática de literatura. A busca das produções neste formato foi realizada na Biblioteca Digital Brasileira de Teses e Dissertações e no Banco de Teses e Dissertações da Capes/MEC, que abarca publicações disponíveis na Plataforma Sucupira no período de 2005 a 2018. Evidenciamos39 estudos. Verificamos que pesquisas sobre inclusão na Educação Superior tiveram maior ênfase a partir do ano de 2005, porém, somente a partir de 2014, tivemos a presença do descritor núcleo de acessibilidade na educação superior. Nesse sentido, diante dessas teses e dissertações, defendidas no Brasil até 2018, foram encontrados, apenas um estudo de revisão teórica sobre inclusão na Educação Superior; um outro estudo, de intervenção para a inclusão de estudantes com deficiência intelectual na Educação Superior; e apenas um estudo, que trata da implementação de Núcleos de Acessibilidade na Educação Superior de uma IES privada, na modalidade de Educação a Distância. Concluímos que, por se tratar de uma área ainda pouco explorada no panorama nacional, outras pesquisas acerca da inclusão na Educação Superior sejam realizadas.

The article explores programme documents and strategic goals aiming at enactment of inclusion in higher education at the national level in the context of the existing problems of inclusive education implementation. The content of Ukrainian legislation is examined, namely: The Procedure for Inclusive Education Organization in Institutions of General Secondary Education, The National Strategy for Barrier-Free Environment in Ukraine for the period of 2030; The Strategy for the Development of Higher Education in Ukraine for 2022-2032. A number of challenges related to implementation of inclusion in Ukrainian higher education institutions dealing with operation of local and national authorities have been identified, as well as the absence of cooperation between authorities, higher education institutions, civic organizations, which hampers facilitation of inclusion in higher education; lack of educational infrastructure and methodical support for inclusive education in higher education institutions; inadequate level of academic staff competences in the field of inclusive education; absence of psychological support for students with special educational needs, other students and teachers. The National Strategy for Inclusive Education Development for 2023 – 2030 should become the comprehensive strategic document outlining the directions for overcoming the identified challenges. The above document identifies strategic and operational goals of inclusive education development, effectiveness indicators and practical assignments. The article defines peculiarities of higher education inclusion implementation for each operational goal.

The debate over free speech and inclusion in higher education is not new, but it has reached new levels of vitriol and confusion as legislators and others beyond the academy argue for unfettered speech. Mandating speech rights on campuses undercuts decades of learning around diversity, inclusion, and equity in higher education and in public life by mainstreaming undemocratic forces in some factions in U.S. society that thrive on creating divisiveness and fear of “the other.” Those with an absolutist perspective take a zero-sum game approach by pitting the important American principles of freedom and individualism against the equally important principles of equity and community. Not only is this an unnecessary choice, but it infringes on academic freedom and the right of academics to decide how best to educate for the health and future of democracy. Academic content, standards, norms, and pedagogy should be based on educational goals and objectives. The solution lies in fostering discussion about democratic principles and practices as well as a sense of shared responsibility among members of a campus community for student learning and success.

The principle of equal opportunities in education aims to eliminate the social and economic privileges that young people face in acquiring their social status and roles. In this way, everyone, regardless of their social and economic status, will have the opportunity to take their place in society according to their wishes and abilities, and to fully realize their personalities and aspirations. Education, besides being a fundamental right, plays a crucial role in reducing societal inequalities, preventing detrimental factors, and fostering economic and human development. Education represents an enduring benefit for all of humanity, underscoring the importance of preventing factors that lead to disparities in educational access. This study aims to assess the significance of inclusion in higher education and equal educational opportunities in the context of sustainability. It will also evaluate factors related to economics, social dynamics, regional disparities, biology, and management that contribute to inequality of opportunity.

The purpose of this paper is to study the higher education inclusion experiences of Szekler homeschooled youngsters. The main research question was how the homeschooled youngsters are entering the higher education institution, whether they have free access to all of them or just to some, how they are fitting in, socializing and performing during their studies. The small-scale thematic interview based non-representative quantitative research reached 7 homeschooling families raising 25 children, 13 persons, parents and youngsters with snowball sampling. Our main finding is that against all the inclusion concerns enlisted in the literature and in commons sense it seems that the Szekler homeschooled inclusion in higher education is in most of the cases same as their mates. They are facing same challenges and dealing with those similarly, in some cases even better, then their peers. It could be that this is due of the advantages of homeschooling, like self-awareness, self-reliance, independent learning skills, project work-, and foreign language skills, voluntary- and other practical life experiences. Our research results could contribute to deconstruct some stereotypes on homeschooling. Key words: homeschooling, inclusion in higher education, Szeklerland, case study.

This study aims to evaluate the effectiveness of Accessibility and Inclusion Centers (NAIs) in Brazilian universities through a bibliographic review. Inclusion in higher education is a growing demand, and NAIs play a fundamental role in promoting accessibility and retention of students with disabilities. A systematic review methodology was used, consulting the Google Scholar and CAPES Journal Portal databases, with a time frame from 2019 to 2024. For the article search, the following descriptors were refined: "Accessibility and Inclusion Center," "inclusion in higher education," and "disability in higher education." Five articles were analyzed, revealing that although NAIs have promoted advances in inclusion, challenges such as lack of resources and teacher training still undermine their effectiveness. It is concluded that, to improve inclusion in higher education, it is necessary to strengthen the work of NAIs, ensuring greater financial support and continuous training for the professionals involved.