Inclusiveness of teaching and learning to LGBTIQ individuals during COVID-19 and beyond

Abstract

The coronavirus disease of 2019 (COVID-19) has changed teaching and learning activities in several ways. One of the changes is the transition of most higher learning institutions from face-to-face to either blended or fully online modes of teaching and learning. This paper discusses the experiences of LGBTIQ students regarding the inclusiveness of the teaching and learning strategies used during COVID-19 and beyond. The study followed the phenomenography design. Data were collected from sixteen LGBTIQ students in higher education institutions, recruited through the snowballing technique. The analysis was guided by phenomenographic steps of data analysis. The findings indicated variations in safety and access to online education for LGBTIQ individuals. Some viewed COVID-19-induced online teaching and learning as a panacea for their long-standing exclusion from the homo- and transphobic higher education environment. However, to other participants, online education posed more threats to their safety due to cyberbullying related to the increased sharing of contact details, be it WhatsApp numbers or email addresses. Recommendations are made to improve inclusiveness in education for LGBTIQ individuals, focusing on the flexibility of teaching and learning modes in order to meet the needs of diverse student populations while ensuring access and safety. Keywords: COVID-19, Inclusiveness, Institutions of higher education, LGBTIQ individuals, teaching and learning