ABSTRACT In this qualitative study, we interviewed 20 disabled four-year college students to explore how disability-related financial concerns influenced their college decision-making processes. Findings highlight challenges related to the continuing influence of past disability-related expenses, navigating postsecondary financial aid forms, and securing external disability funding for college. Drawing on these insights as well as existing student decision theories and critical disability studies, we propose a new conceptual model of disabled student college decision-making. This model draws from empirical insights gleaned directly from disabled students to inform and advance disability equity in higher education. Recommendations for research, policymakers, and practitioners are discussed.

Introduction Inclusive education (IE) in Higher Education (HE) has become a global priority, driven by the mandate of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). However, the implementation remains uneven, characterized by fragmented institutional responses and conceptual ambiguities. This article presents an international, critical narrative review of the advances and persistent challenges concerning IE for Students with Special Educational Needs (SEN) and Students with Disabilities (SWDs). Methodology A narrative review was conducted on international peer-reviewed literature and policy documents published mainly between 2015 and 2025. The analysis is critically structured around six dimensions: (1) conceptualizations of SEN and disability; (2) characteristics and academic trajectories of SWDs; (3) institutional and pedagogical models; (4) the use of digital and assistive technologies; (5) legislative and policy frameworks; and (6) the economic and financial costs associated with inclusion. Key findings The review confirms a necessary paradigm shift from the reactive Medical Model to the proactive, Rights-Based Model. Universal Design for Learning (UDL) and innovative, student-centered pedagogies are crucial tools for systemic change, supported by the transformative potential of emerging technologies like AI and Virtual Reality for personalization. Despite these advances, a critical gap persists between policy and practice. Major challenges include the persistent lack of faculty readiness to implement UDL effectively, fragmented policy management, and inadequate financial models that treat inclusion as a cost rather than an investment. Conclusion and implications Achieving genuine equity in HE requires moving beyond minimal legal compliance toward an integrated, systemic commitment. Future research must focus on longitudinal studies measuring the impact of UDL on retention, efficacy of faculty training, and developing robust, bifurcated financial models. The ultimate success hinges on redesigning the educational environment—pedagogically, technologically, and financially—to establish diversity as the institutional norm.

This qualitative study explores the impact of an Educational and Community Leadership (EDCL) doctoral program on its alumni, focusing on their personal growth, community engagement, and societal contributions. Guided by a holistic framework, the study addresses two key questions: (1) How do alumni make sense of their doctoral studies in retrospect? and (2) How does the doctoral program in EDCL impact alumni at the levels of Self, Organization, and Community? Through semi-structured interviews with 13 alumni, the study identifies three central themes: (1) Personal Growth, Identity, and Self-Discovery (2) Community Engagement and Leadership for Social Change, and (3) Educational Leadership Beyond Traditional Models. Participants emphasized the need for higher education institutions to incorporate student perspectives in program development to improve success and well-being. The study highlights the role of dynamic-critical pedagogy in shaping leaders and addressing gaps in student success, offering insights for improving doctoral programs and advancing equity in higher education.

ABSTRACT In higher education, faculty use inclusive course design and teaching practices to support learner success. These strategies are essential as the number of students with learning challenges and diverse racial, ethnic, and cultural backgrounds is rising. Thus, this study explores how faculty in U.S. higher education implement inclusive teaching strategies to support students with disabilities and culturally and linguistically diverse learners. Guided by Universal Design for Learning (UDL) and Culturally Relevant Pedagogy (CRP), it examines how faculty address learning barriers, and navigate instructional challenges through these dual lenses. Using a phenomenological approach, data were collected from ten faculty members at a South-Central research university in the U.S. through surveys, interviews, and teaching artifacts. The survey gathered faculty demographic information, while thematic analysis of interviews revealed seven themes: accessibility adjustment, dynamic strategies, flexibility, technology integration, cultural engagement, student diversity, and technological barriers. Findings highlight faculty commitment to inclusive pedagogy and underscore the importance of UDL and CRP in promoting accessibility and equity in higher education.

Certain professional careers have been assigned as "appropriate" for each gender according to their roles within society, encouraging women to develop a "caregiver" role or their "maternal instinct" and men to explore their "mathematical and rational abilities." Objective: this study is to describe the experience of men in the healthcare field in their integration into careers considered feminized. Methodology: a descriptive cross-sectional study with a sample of 38 midwives. A self-developed self-report survey was administered. Quantitative data were analyzed using descriptive statistics, and qualitative data were analyzed using thematic content analysis. Results: 44.74% reported greater clinical difficulties; 47.37% did not feel judged because of their gender. Qualitative responses revealed experiences of discrimination, uncomfortable situations with patients or colleagues, and positive vocational stories. Conclusion: the findings show that although men in midwifery may face tensions related to social expectations and gender stigma, they also have the opportunity to redefine and enrich care practices. Further research is recommended to promote gender equity in higher education and the workforce to recognize the diversity of gender identities.

Introduction University dropout remains a persistent challenge in higher education, reflecting structural tensions between inclusivity, student retention, and educational equity. Rather than approaching dropout as a simple aggregation of causes, this study adopts a comprehensive perspective that integrates academic, economic, and psychosocial dimensions, emphasizing their interaction with institutional contexts and responses. Methods A systematic literature review was conducted following the PRISMA 2020 guidelines. Nineteen empirical studies were selected and analyzed to identify the main determinants of university dropout, as well as the institutional strategies and theoretical models used to understand and prevent student attrition. Data were synthesized through a comparative and thematic analysis, focusing on the frequency and articulation of determinants across studies. Results The analysis indicates that motivation (73.7%), academic performance (57.9%), and financial hardship (31.6%) are the most recurrent determinants of dropout. Psychosocial factors, particularly emotional well-being and social integration, also show a substantial influence on student retention. In terms of institutional responses, predictive analytics, early warning systems, and comprehensive student support programs emerge as the most effective strategies for identifying at-risk students and reducing dropout rates. Discussion Compared with prior reviews, the findings reveal limited theoretical integration and methodological consistency, as most studies focus on isolated variables without adequately linking them to broader institutional frameworks. The evidence highlights the need for multidimensional and theoretically grounded approaches that connect academic, economic, and psychosocial factors with coordinated institutional action. Such frameworks are essential for strengthening student retention strategies and advancing equity in higher education.

Open educational resources (OER) offer cost-effective, high-quality learning materials that enhance access and equity in higher education. Despite global uptake, OER use among Nigerian undergraduates remains low due to infrastructural and awareness challenges. This study examines the perception and use of OER among Library and Information Science (LIS) undergraduates in federal universities in Nigeria, applying the Technology Acceptance Model (TAM) to explain adoption behaviour. Descriptive correlational survey design was employed. Using stratified proportionate random sampling, 2,150 LIS undergraduates were selected from 12 federal universities. Data were collected via a validated questionnaire (Cronbach’s α = 0.86) and analyzed using SPSS for descriptive statistics and Pearson correlation. Findings revealed frequent use of OER (weighted mean = 3.71; SD = 1.70). Perception of OER was generally positive across indicators of quality, ease of use, and usefulness (grand mean = 3.18; SD = 0.80). A significant positive relationship was found between perception and use of OER (r = .259; p < 0.05) consistent with TAM constructs. Major challenges included limited awareness, poor internet connectivity, and inadequate electricity supply. Positive perception strongly influences OER use among LIS undergraduates. Universities should prioritize awareness campaigns, improve ICT infrastructure, and integrate OER into teaching and learning strategies

This chapter examines, within the framework of SDG 4, how large-scale generative feedback using large language models (LLMs) impacts the quality of scholarly writing and evaluative equity in higher education. The aim is to estimate improvements in coherence, argumentation, use of evidence, and clarity, and to determine whether gaps between subgroups (L1/L2, first generation, and baseline performance) are reduced. An experimental or quasi-experimental design (stepped-wedge cluster trial) with blinded assessment based on analytical rubrics and secondary metrics such as time to feedback, revision iterations, editing distance, self-efficacy, and teaching load is recommended. A synthesis of recent evidence suggests consistent gains when LLM feedback is effectively integrated into explicit rubrics and revision microtasks; furthermore, it increases engagement and can decrease inter-rater variability. However, risks of dependency, stylistic homogenization, and algorithmic bias are noted. Therefore, this chapter proposes a framework for didactic governance with traceability (registration of prompts, versions, and logs), open science principles (pre-registration, repositories), and a dual humanAI evaluation scheme with bias audits and human-in-the-loop thresholds. Among the limitations acknowledged are the heterogeneity of contexts, sensitivity to model versions, and external validity. The conclusion is that, under ethical safeguards and with teacher training, generative feedback can raise writing standards and broaden inclusion; further research is suggested on differential effects, disciplinary transferability, and institutional sustainability of scaling up.

This study examines how higher education financing regimes influence equity and completion outcomes across diverse governance contexts in Canada, Chile, Norway, and Türkiye between 2015 and 2025. Employing a qualitative comparative policy analysis supported by OECD, UNESCO, and World Bank indicators, the study integrates quantitative trends with case-based interpretation to explain how financing designs mediate progress toward SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities). The findings show that publicly funded systems sustain broader inclusion and completion, while privatized or mixed regimes reproduce stratification unless offset by redistributive reforms. Even high-investment systems face persistent sustainability challenges. By linking cost-sharing structures to redistributive, procedural, and participatory dimensions of justice, the study proposes a multidimensional framework for assessing sustainable equity in higher education. The results offer policy insights for post-2030 frameworks that align equitable funding design, transparent governance, and inclusive monitoring with fiscal sustainability.

This paper aims to explore and identify the technological factors affecting female academics’ performance at a higher education institution in South Africa, amidst the longstanding challenges females face in academia. Despite being often categorised as underachievers, female academics are significantly underrepresented in leadership roles. This study employs an exploratory research design with a qualitative methodology, involving semi-structured interviews with fifteen female academics. Thematic analysis was applied to identify key factors affecting their performance. The findings revealed that technological infrastructure and support, training, and development, loadshedding impact and virtual and physical classes (online teaching) are some of the technological factors affecting female academics’ performance at a higher education institution. The paper recommends that institutional management critically review employment policies and establish programs designed to empower female academics. The paper contributes to the body of knowledge on gender equity in higher education and strategies that institutions and policymakers can use to enhance and optimise the performance of female academics. By fostering more equitable working conditions, this study seeks to promote greater representation and success of females in academic leadership roles.

This study examines determinants of academic performance at a major Ecuadorian university. Results show that sex, parental education, and secondary school type strongly influence achievement, while early low performance predicts dropout risk. Significant variance across schools reflects institutional effects. Practical implications include early academic support, preparatory programs, and early alert systems to improve retention and promote equity in higher education.

This study explores the experiences of early-career, tenure-track faculty at Minority Serving Institutions (MSIs), focusing on the structural challenges, professional rewards, and institutional opportunities that shape their academic trajectories. Drawing on qualitative interviews with 80 faculty members, the study uncovers persistent barriers such as limited institutional support, high service loads, unclear tenure expectations, and experiences of microaggressions and cultural taxation. These challenges are contextualized through the lenses of Critical Race Theory and Resilience Theory, which illuminate the systemic nature of racialized faculty labor and the strategies used by MSI faculty to persist and thrive. Despite these obstacles, participants reported deep satisfaction working with underserved student populations, engaging in culturally responsive teaching, and building community within their institutions. Findings highlight the critical role MSIs play in fostering equity in higher education and underscore the need for targeted institutional policies that affirm and support early-career faculty.

Artificial intelligence, generally known as AI, has now become increasingly popular in transforming the educational arena, and it helps shape the intellectual well-being of the student and teacher community to excel in their academic performance in schools and colleges. In this paper, we have tried to study the impact of AI-enabled tools on the students' academic achievements, ethical considerations, and creativity in performing their academic duties and responsibilities. We have done an extensive data collection to study how AI systems, which include ChatGPT, Grammarly, and DeepL, positively impact students' overall performance, including their academic engagement, fairness outlook, and understanding of the subject. We have concluded that the AI tools have positively influenced students' overall performance, such as efficiency, self-regulation, and accessibility in their learning, though they also raise some concerns about ethical dilemmas, such as academic integrity, data privacy, and authorship. The increasing use of AI in education impacts creativity and critical thinking. This study reveals that AI-related tools should be viewed as intellectual partners to assist the institution in achieving its planned goals, policies, and digital literacy programs.

Despite rhetoric about the influence of first-generation faculty (FGF)—who were the first in their families to graduate from college—on the success of students from marginalized backgrounds, little systematic empirical research has explored their intention to serve in this capacity. This qualitative narrative inquiry employs a culturally informed approach to institutional agent theory to investigate why and how 19 FGF from diverse backgrounds aim to play a supportive role for first-generation students and others historically marginalized in the academy. Seeking to bring FGF into the discourse about their purported role on college campuses and to humanize their efforts as institutional agents, I ask, What, if anything, motivates FGF to serve as institutional agents? How do these motivations shape FGF service as institutional agents? I find that FGF are inspired by three motivational components of what I call empathetic relationality—(1) empathetic response to students’ lived experience, (2) the student support insights garnered from their own experiences, and (3) the demonstrated value of their experiential insights—which shapes the motivated action FGF take as institutional agents. Ultimately, FGF service as institutional agents is not merely activated by first-generation status in the abstract but instead by the specific lived experience of marginalization and facilitative support—in the context of being first-generation and navigating exclusion in the academy—that motivates and shapes how they serve. I argue that empathetic relationality that relies on enduring marginalization by first-generation status binds FGF to their student counterparts, which has timely implications for equity in higher education, where instrumental attention to FGF proliferates. Contrary to the transactional value placed on FGF, I conclude that development of equitable institutional structures and practices that meaningfully diminish or eradicate obstacles associated with first-generation status would enhance equity for students and FGF alike.

This study examines the link between institutional characteristics and the provision of basic needs services at nonprofit, two- and four-year colleges in a high-poverty U.S. state. Basic needs insecurity, including food and housing instability, significantly affects students' academic success, retention, and well-being. Results show that public, four-year colleges are more likely to offer comprehensive basic needs services than community colleges and private institutions. Interestingly, spending on academic and student services per full-time student strongly relates to the availability of emergency housing, health services, and transportation support. Colleges with a higher percentage of students of color are more likely to provide mental health services. The findings contribute to global discussions about institutional capacity, legitimacy, and equity in higher education.

Purpose This opinion paper argues that explainable artificial intelligence (XAI) represents a critical bridge for achieving educational equity in higher education for low-resource language communities, but only when implemented through genuine community leadership and cultural sensitivity. Design/methodology/approach Drawing on recent research (2022–2025) and successful indigenous-led AI initiatives, this paper examines the intersection of technical capability, trust dynamics and educational outcomes. It presents an integrated framework combining the CARE Principles for Indigenous Data Governance with the XAI-ED framework for ethical XAI implementation in education. Findings While technical advances have achieved remarkable accuracy (86% for indigenous language recognition), adoption remains limited due to historical mistrust and digital colonialism. Success stories from Te Hiku Media and similar initiatives demonstrate that community-led approaches with transparent AI systems significantly improve educational outcomes while building essential trust. Originality/value This paper contributes a critical perspective on why explainability alone is insufficient; rather, XAI must be embedded within frameworks of indigenous data sovereignty and community empowerment to achieve genuine educational equity.

ABSTRACT This study investigates how multilingualism and internationalisation intersect to shape students’ experiences of assessment in higher education. Focusing on a trilingual Master’s program, the research draws on semi-structured interviews from a co-research project with students. The analysis identifies three dominant assessment scripts that challenge fairness: assumptions of monolingual proficiency, stable competence across communicative modes, and shared familiarity with academic task types. These scripts often disalign with the diverse linguistic repertoires and educational trajectories of plurilingual students, leading to perceived inequities in assessment. However, the study also highlights pedagogical adjustments – such as integrating students’ profiles, scaffolding the assessment journey, and centering content over form – that students perceive as supportive. Framed through the lense of ‘assessment as cultural script’, the findings call for more reflexive, inclusive assessment practices that acknowledge the linguistic and sociocultural realities of internationalised classrooms. The paper contributes to ongoing debates on equity in higher education and advocates for culturally and linguistically responsive assessment design.

Despite the increasing integration of digital tools, female lecturers exhibit a lack of confidence in their digital competencies, which adversely affects their engagement with LMS platforms. Understanding the cause of this disparity is the gap this study intends to fill. A simple random sample of 121 participants from the Faculty of Science was selected, employing a mixed-methods approach with a convergent parallel design. Data were gathered through an online LMS survey and interviews. Quantitative data were analyzed using independent samples t-tests and chi-square tests, while qualitative data were analyzed through thematic analysis with Atlas.ti. The results indicated that 48.7% of female lecturers showed a stronger inclination towards adaptation, whereas male lecturers were more evenly divided between adaptation and appreciation. Most lecturers reported positive experiences with LMS tools. This study advocates for targeted professional development programs to enhance digital competencies and promote collaboration. Universities should adopt and integrate feminist pedagogy principles into their digital teaching practices to create more inclusive and equitable online learning environments. By addressing gender disparities, the research aims to contribute to achieving United Nations’ fifth Sustainable Development Goal on gender equity in higher education, ultimately improving student engagement and learning outcomes.

Despite growing attention to gender equity in higher education and employment, subtle and systemic biases continue to shape perceptions of graduate competence. This paper examines how gender stereotypes influence the evaluation of transversal competencies during the transition from university to the labor market. Drawing on quantitative data from 440 employer assessments of graduates from a Spanish university, we identify both the persistence of stereotypical associations (e.g., men with technical performance, women with interpersonal traits) and their impact on competence evaluation. Although most univariate analyses revealed no significant differences, multivariate analyses (MANOVA) and non-parametric tests indicated a statistically significant gender gap in perceived action and performance at work. These findings suggest that even in contexts with apparently neutral evaluation systems, implicit gender norms can influence the interpretation of soft skills and professional behaviors. Our study contributes to the literature on employability, human capital assessment, and gender in the workplace by providing evidence of how bias may persist in subtle forms during the early career phase. We argue that addressing these forms of bias is crucial for building equitable talent pipelines and propose specific HR practices—such as structured evaluations, blind reviews, and bias awareness training—to mitigate their effects. These insights are particularly relevant for HR professionals and policymakers committed to fostering inclusive organizational cultures.

This duoethnographic study explores how the impostor phenomenon is experienced and understood by five researchers through the lens of intersectionality, identity development, and belonging. Using Rubenson’s contextual framework, situational, institutional, dispositional, and relational, alongside an added cultural dimension, the study examines how power, marginalization, and systemic inequalities shape internalized feelings of fraudulence. The findings illustrate that impostorism is not merely a psychological issue, but one embedded within structural and cultural contexts. Belonging, therefore, emerges not only as a personal aspiration but as a collective need shaped by systemic forces. This study contributes to a growing body of scholarship that reframes impostor phenomenon as a socio-structural experience, underscoring the importance of community, self-awareness, and critical inquiry in resisting internalized oppression and advancing equity in higher education and the workplace.