Educational Inclusion Research Articles

Ruminations on the NSF Broader Impacts Criterion: A Dialogue with Academic Researchers and Broader Impacts Professionals

The National Science Foundation, a United States federal agency supporting STEM research, puts special emphasis on research impacts in society, and requires each funded research project to have “broader impacts” outside of conventional academic scholarship. As “broader impacts” have become an important part of the STEM research landscape in the U.S., most academic researchers need guidance and support in their broader impact plans. Focusing on a mid-size STEM-focused university, our research identified three major areas that matter to academic researchers: (1) autonomy of the researcher and non-prescriptive nature of broader impacts, (2) impact identity and personal connection to broader impacts, and (3) a critical engagement with diversity and inclusion in research and education. Combining these findings with a broader impacts professional’s reflections, we examine the ways in which broader impacts resources such as the ARIS Toolkit can assist academic researchers. We argue that by constructing dialogues between faculty researchers and broader impacts professionals, the research culture in the U.S. can turn into an ecosystem that supports meaningful, inclusive, and transformative STEM practices.

Diversity, inclusion, and equity in Qatar’s K-12 schools: exploring strategic approaches for recruitment, development, and retention

This critical review study aimed to thoroughly evaluate methods for fostering principles of diversity, inclusion, and equity in the hiring, training, and retention processes of educators in Qatar’s schools. It incorporated the analysis of existing policies and practices, and the identification of gaps to propose evidence-based methods that likely enhance the three principles among educators. It also sought to provide additional knowledge and potential solutions that may significantly improve them. Further, I studied effective methods for enlisting educators from varied backgrounds, considering cultural, linguistic, and other relevant considerations, to satisfy the urgent demand for diversity among educators. Examining the importance of professional development programs in this context was crucial in encouraging inclusion and equity. Many institutional, cultural, and systemic impediments to progress have been revealed. The findings underline the significance of having a diverse educational workforce to foster inclusive and equitable educational experiences for students in schools in Qatar. They also emphasize the necessity for ongoing collaboration among stakeholders to achieve this goal. In response, legislative amendments, specialized recruitment strategies, professional development initiatives, and support systems are proposed to effectively address these challenges. Therefore, this research contributes to the scholarly discourse on diversity, inclusivity, and equity in education.

Abstract Su1106: Evaluating Culturally Competent Cardiopulmonary Resuscitation (CPR) Training in Urban Minority Communities

Introduction: Timely resuscitation can triple the chance of survival for out-of-hospital cardiac arrest (OHCA) patients. Differences in bystander CPR rates between white and minority communities lead to significant racial and ethnic disparities in OHCA survival rates. Immigrant populations, in particular, face several educational barriers and are often excluded in community CPR trainings. Previous efforts have increased the inclusivity of CPR education for female and disabled citizens through targeted interventions. Significant opportunities exist to apply similar strategies and tackle community-level disparities. Aim: To examine the impact of culturally competent CPR instruction on confidence levels and acceptability of CPR skills among minority citizen groups. Methods: CPR cohorts were taught using a local emergency services syllabus. Through discussion with course site leaders, the syllabus was adapted in three categories: language variations, cultural adaptations, and/or consideration of cultural learning styles. A pre-post design was utilized to assess impact of culturally-tailored CPR training. Confidence and acceptability levels in performing CPR were measured using a digital survey. An unpaired t-test was used to analyze pre/post-course data. Trainings were held from November 2023 to May 2024. Results: All participants were 18 years or older (n=217). The response rate was 36.7% (n=80). Confidence levels increased by 121% for checking for breathing and responsiveness (p<0.0001), 63.9% for communicating with 911 (p<0.0001), 137% for administering chest compressions (p<0.0001), and 172% for connecting an AED (p<0.0001). CPR acceptability improved, with participants reporting a 47.8% reduction in perceived difficulty post-course (p<0.0001). Conclusions: Implementing culturally tailored CPR training significantly improved confidence in CPR skills and acceptability of CPR. Future experiments may compare outcomes between intervention and control CPR cohorts at more course sites.

Pedagogic Excellence in Massified Higher Education: Strategies for Inclusive Business Teaching in Thai Universities

Background and Aim: The rapid expansion of higher education, known as massification, has greatly increased student diversity in Thai universities, particularly in business schools. This increase presents new challenges for educators striving to maintain pedagogic excellence while addressing diverse student needs. The study aims to explore effective strategies for inclusive teaching that can enhance student engagement and improve learning outcomes in massified business education contexts in Thai universities. Materials and Methods: A comprehensive literature review was conducted to identify key inclusive pedagogical practices suitable for diverse business classrooms. The effectiveness of these strategies was analyzed based on their ability to promote inclusivity and student engagement in higher education. Results: The review identified several effective strategies, including active learning, context-mediated pedagogy, and adaptive teaching methods. These approaches were found to enhance student participation and learning outcomes in diverse classrooms. Achieving pedagogic excellence in massified higher education requires adopting inclusive teaching methods that cater to the diverse needs of students. By implementing these strategies, Thai universities can improve the quality of business education and ensure that students are well-prepared to succeed in a globalized world. Conclusion: Pedagogical excellence in massified higher education requires the adoption of inclusive teaching practices that cater to the diverse needs of students. Implementing these strategies can improve the quality of education in Thai universities and support student success in a globalized world.

Diversity-responsive teacher educators in Flanders

ABSTRACT Higher education-based teacher educators are a unique group of practitioners: not only what they teach, but also how they teach is of instructional significance to students who want to become teachers themselves. Nonetheless, they are often overlooked in the research on inclusion, equity and social justice in education. This explorative study expands the knowledge base on teacher educators’ contribution to education that genuinely serves all students, here referred to as diversity-responsive education. Specifically, semi-structured interviews (n = 14) were conducted to pursue three objectives: (1) understanding perceptions of the concepts of diversity and approaching diversity; (2) mapping individual teacher educators’ practices to approach diversity; and (3) uncovering personal and contextual determinants for the implementation of diversity-responsive practices by teacher educators. Alongside its theoretical contribution, this study offers practical inspiration for practitioners, and both national and institutional policymakers operating in different regional contexts, guiding context-tailored professional development initiatives.

INCLUSÃO NO ENSINO SUPERIOR: O PAPEL DOS NÚCLEOS DE ACESSIBILIDADE E INCLUSÃO NO BRASIL

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.

THE IMPORTANCE OF DIGITAL INCLUSION IN MODERN EDUCATION

The research addressed the importance of digital inclusion in modern education, focusing on how the integration of digital technologies can impact access to educational resources and the quality of teaching. The problem investigated was: how effective is digital inclusion in reducing inequalities and improving academic performance? The overall objective was to analyze how digital tools influence education and identify the challenges and opportunities associated with this inclusion. The methodology employed consisted of a literature review, using academic sources to examine relevant studies and articles on the topic. The research revealed that digital inclusion can promote greater equity by facilitating access to materials and resources, in addition to improving student performance through personalized pedagogical practices. Continuous teacher training was identified as an essential factor for the effective integration of digital technologies in the educational environment. However, challenges were also observed, such as the need for adequate infrastructure and support for educators and students. The final considerations highlighted that, for digital inclusion to benefit the educational environment, continuous effort is needed in policies and practices that support the use of technologies. Future studies could explore the conditions and strategies for effective implementation of digital technologies in education.

Impact of Artificial Intelligence and Virtual Reality on Educational Inclusion: A Systematic Review of Technologies Supporting Students with Disabilities

Impact of Artificial Intelligence and Virtual Reality on Educational Inclusion: A Systematic Review of Technologies Supporting Students with Disabilities

Building Social Justice-oriented Resilience for Diversity, Equity and Inclusion in Higher Education: Propositions from Hong Kong

Diversity, equity, and inclusion (DEI) rhetoric and initiatives are gaining attention in Asian higher education. Yet, these are still underexplored in terms of their potential to bring about cohesive campus climates. As higher education institutions admit students from diverse backgrounds, there is room for examining how DEI might be leveraged to support growing student learning needs, particularly in contexts where cultural diversity is not the norm. Using Hong Kong as an example, this paper probes the genesis of DEI initiatives and sources of deficit thinking in higher education with reference to the experiences of ethnic minority (EM) students. It proposes a conceptualization of resilience theory from a social justice lens to counter deficit thinking and racism, which helps locate DEI initiatives in building culturally inclusive environments.

Redefining educational paradigms: Integrating generative AI into society 5.0 for sustainable learning outcomes

The digital era has ushered in significant advancements in Generative Artificial Intelligence (GAI), particularly through Generative Models and Large Language Models (LLMs) like ChatGPT, revolutionizing educational paradigms. This research, set against the backdrop of Society 5.0 and aimed at sustainable educational practices, utilizes qualitative analysis to explore the impact of Generative AI in various learning environments. It highlights the potential of LLMs to offer personalized learning experiences, democratize education, and enhance global educational outcomes. The study finds that Generative AI revitalizes learning methodologies and supports educational systems’ sustainability by catering to diverse learning needs and breaking down access barriers. In conclusion, the paper discusses the future educational strategies influenced by Generative AI, emphasizing the need for alignment with Society 5.0’s principles to foster adaptable and sustainable educational inclusion.

Kepemimpinan Perempuan dalam Lembaga Pendidikan Islam

Women's leadership in Islamic educational institutions is the primary focus of this research. This study aims to delve into the contributions, challenges, and policy implications of women's leadership in the context of Islamic education. Employing a qualitative approach and literature review method, this research analyzes various theories and related studies to compile a comprehensive overview of this issue. The findings indicate that women's leadership significantly contributes to the development of Islamic education, both academically and morally. However, challenges such as gender stereotypes, lack of institutional support, and societal perceptions remain obstacles that need to be overcome. A deep discussion on the factors influencing the success or failure of women in leadership positions provides insights into strategies that can be implemented to strengthen women's roles in Islamic educational institutions. Recommendations for educational institutions, governments, and society include enhancing inclusive leadership development programs, implementing gender equality policies, and educating the public about the importance of gender inclusion in education. The implications of this research for Islamic education policies and practices highlight the need for transformation to create a more representative and inclusive learning environment. Thus, this research has the potential to provide guidance for policymakers to enhance women's participation in Islamic educational leadership more broadly.

APOI@ INDIGENOUS EDUCATION: DIGITAL PLATFORM FOR SHARING OPEN EDUCATIONAL RESOURCES

The research addressed the development of a differentiated school education for indigenous communities in Brazil, with an emphasis on a pedagogy that values ​​and preserves their cultural heritage. The study highlighted the need for educational resources adapted to indigenous cultural specificities, especially bilingual teaching materials, in accordance with the guidelines of the 1988 Federal Constitution and the 1996 Law of Guidelines and Bases of National Education. The objective of the research was to create a digital platform for sharing Open Educational Resources (OER), including bilingual teaching materials and reports of pedagogical experiences specific to the Guarani language and culture. Using Maker Culture as a methodology, teachers from the Nhu Porã School, in Torres, RS, participated in workshops to develop these resources. The research was qualitative, with the researcher carrying out intensive fieldwork. Bibliographic research and action research procedures were used, promoting cooperation between the researcher and the community to solve the identified problem. The results indicated the importance of indigenous protagonism, community participation, and cooperation between different social actors in solving the shortage of bilingual teaching materials. The construction of OER by indigenous participants, the implementation of the digital platform, and the sharing of bilingual materials and pedagogical reports achieved the research objectives. The results highlight the importance of the active participation of indigenous people in the creation of culturally relevant educational resources, expanding access to bilingual materials, and promoting a culture of collaboration and sharing in the context of indigenous education. The digital platform expanded access to indigenous bilingual educational resources, contributing to the preservation of cultural identity and the promotion of educational inclusion.

Bringing embodied approaches to on-campus research methods teaching for large STEM cohorts: design, challenges, learning

In the post-pandemic world, Learning Development researchers have posited a ‘new hybrid era of teaching’, in which lessons from lockdown in best practice for online and remote teaching play a key role in increasing the inclusivity of higher education (Kantcheva and Bickle, 2023). At the same time, as many students have returned to campus, research has begun to interrogate the role that campus spaces and in-person interaction play in teaching and learning in this new era (Hrach, 2021; Cox et al., 2022). Whether through explicit pedagogical design or implicitly, courses with practical elements, particularly in many scientific disciplines, tend to favour principles of embodied learning through ‘learning-by-doing’. Courses incorporate hands-on interaction with laboratory equipment and social constructivist approaches through student co-creation (Deshmukh, 2021), the centrality of which to students’ professional training was made even more apparent during the move to remote learning. However, these same principles have not underscored the pedagogical approach to research methods education on the undergraduate Engineering degree programmes at the University of Manchester, which has typically been taught more didactically in recent years. This lecture-format approach has been used partially due to challenges of practicality, with the course unit being delivered to a large cohort that can reach 500 students in a typical year. With these principles in mind, this academic year, the Library Teaching, Learning and Students team has collaborated with academic leads across Engineering disciplines to deliver embedded research methods workshops that incorporate elements of an embodied, social constructivist approach, playing to the unique strengths of in-person group learning. This presentation charted the process of Learning Developers and academic staff co-designing these workshops, highlighting challenges encountered, and outlining learning from the process to take forward into future collaborations with disciplines with large cohorts.

A Poetic Reflective Essay Conceptualizing a Case for Diversity, Equity, and Inclusion in Higher Education

A Poetic Reflective Essay Conceptualizing a Case for Diversity, Equity, and Inclusion in Higher Education

Digital Technology to Promote Inclusion and Diversity in Higher Education: A Qualitative Insight

Digital Technology to Promote Inclusion and Diversity in Higher Education: A Qualitative Insight

Teachers’ Attitudes Toward the Educational Inclusion of Children with Disabilities in Omani Kindergartens

This study investigated the attitudes of female teachers (N = 169) toward the educational inclusion of children in kindergarten within the Sultanate of Oman. A Digital survey was conducted to gather insights into the teachers’ perspectives across two domains: the learning environment (LE) and the Impact of Early Inclusion in Kindergarten (IEIK). The results indicate that teachers demonstrate strong support for the inclusion of children with disabilities in kindergarten, underscoring the importance of establishing a conducive learning environment. This includes recommendations for increasing the number of teachers, modifying school infrastructure, and adapting curricula to accommodate the diverse abilities of all students. A comparative analysis of the two domains reveals a greater endorsement among teachers for issues related to the physical environment over those pertaining to the non-physical environment. The study concludes with a discussion of the implications of these findings. Keywords: Educational Inclusion, children with disabilities, Oman, Kindergarten, teachers’ attitudes

Intercultural education and mother tongues of immigrant children: The case of Slovenia

PURPOSE. Intercultural education has become an important topic and one of the priorities for schools and education systems worldwide. Teachers should acquire knowledge about inclusion and intercultural education during their university education, but despite evidence that principals, teachers and schools feel ill-equipped to teach and engage in intercultural education, it in many countries, including Slovenia, this is not the case. For this reason in this paper, we present an intercultural model of education that offers teachers concrete support in the inclusion of migrant children. APPROACH. In addition to the comprehensive model of intercultural education, the article also presents some changes in legislation based on an analysis of educational regulations on inclusion and the development of intercultural education in Slovenia in recent years, which have a direct impact on the inclusion of immigrant pupils and students. The article also points out that teaching of mother tongues and cultures lessons for immigrant children is a very important part of intercultural education. Mother tongue and culture lessons in schools can be an opportunity to develop intercultural dialogue, and intercultural competence of all students, teachers and parents. Figures in Slovenia show that the number of schools offering mother tongues and cultures for children with a migrant background is slowly growing, but there are fewer languages to choose from. FINDINGS. Teachers do not feel competent in the area of inclusion of migrant students, intercultural education and teaching in culturally and linguistically diverse classrooms. This article therefore presents an intercultural model of education that offers teachers concrete support and actively involves all stakeholders in the integration process: Teachers, students, parents, migrants and their organizations, and local communities. KEY MESSAGE. As classrooms are becoming more culturally and linguistically diverse as a result of migration, systemic solutions and a holistic approach are needed to integrate immigrant pupils into the education system. The article focuses on the case of Slovenia, but the proposed holistic model is also transferable to other national contexts.

Reflexiones acerca de la inclusión, la inclusión educativa y la educación inclusiva

This article attempts to show some reflections on inclusion, educational inclusion, and inclusive education. These concepts play an indispensable role in the educational practices of different academic systems. The diversity of students has demanded the creation of new forms of pedagogical work in classrooms. Due to this, new policies have been created, designed, planned, and implemented to benefit educational inclusion and inclusive education. Moving towards educational inclusion and inclusive education, as educators, will allow us to continue thinking about new ways to achieve a full and quality education for all students.

Equipping society for everyday lives: risk experts’ priorities for risk education in secondary schools

Risk experts and government agencies have long advocated for the inclusion of risk education as part of formal schooling; however, questions remain as to what risk education is and how it should be taught. Drawing on interviews with eleven risk experts based in scientific institutions and universities, we explored their views and priorities regarding secondary school-based risk education. Analysis of these expert interviews highlighted varied conceptualisations of the nature and purpose of risk education. Priorities for risk education included equipping young people for the risks and uncertainties they will experience as part of their lives. Furthermore, risk experts frequently prioritised probability and uncertainty as topics within risk education but deemed judgement and decision-making as more important to include in risk education. Most risk experts valued schools as a place for risk education, although a minority expressed reservations about the ability of teachers to adequately cover more complex risk material. Future research might helpfully investigate how risk concepts are taught in schools and how teachers believe these concepts can be taught effectively.

Public Perception of the Higher Education System under the Regime of the Islamic Emirate of Afghanistan

A modern, free, and dynamic higher education system is the basic and critical element of successful nation, and it can contribute to the progress and development of a country. Under both regimes of the Islamic Emirates of Afghanistan, the higher education system has undergone significant changes to align with the government’s interpretation of Islamic principles. This study is important to understand how Afghan society views the changes and policies implemented in the education sector under the current regime. The research study aims to evaluate public sentiment regarding access, quality, and inclusivity of higher education, particularly in relation to gender, curriculum changes, and ideological shifts. This paper focuses on the Taliban’s higher education system and investigates public responses to educational policies. This paper will offer recommendations to all stakeholders involved in the Afghan higher education system, aimed at improving its management and development during this crucial period. This work employs non-doctrinal and library research methodology. Non-doctrinal research examines how laws are applied and experienced in practice by collecting data through surveys, interviews, field studies, and observations. In this research study, data was collected through a questionnaire and then analyzed through SPSS. Moreover, in the library research methodology, most of the reputable and trustworthy academic sources such as textbooks, scholarly published and unpublished journal articles, law reports, and online websites related to the research area were analyzed through descriptive, explanatory, and analytical research approaches. The Afghan higher education system, established in the 1930s, has faced continuous political pressures, especially during periods of conflict like the Soviet invasion and civil war from the 1980s to 1990s. Women face major limitations in higher education, including restrictions on fields of study and exclusion from faculty positions, raising concerns about gender equality and access to education.