Inclusive Development Research Articles

“Human Rights And Social Justice In India: Challenges, Progress, And Pathways To Equity”

Human rights and social justice are foundational concepts for a just and equitable society, ensuring that all individuals receive fair treatment, dignity, and equality. In India, the principles of human rights and social justice are central to addressing widespread socio-economic inequalities, cultural diversity, and the challenges posed by a complex legal and social landscape. This article explores the evolution, implementation, and ongoing struggles of these concepts within the Indian context. It delves into key challenges such as poverty, caste discrimination, gender inequality, and access to resources, which continue to hinder the realization of equitable rights for all citizens. By examining legislative measures, policy reforms, and community-led initiatives, the article highlights India’s progress toward inclusive development while acknowledging persistent gaps. Through a comparative and analytical approach, the study proposes pathways for achieving greater equity and recommends actionable strategies for strengthening India’s commitment to human rights and social justice

Creating online, inclusive spaces for learning: ‘Study Together’ with the personal learning advice service

There is a wealth of scholarship on the benefits of synchronous writing sessions for staff and students in higher education (Kornhaber et al., 2016; Eardley et al., 2021; Morley and Aston, 2023). In the Personal Learning Advice (PLA) Service at the Open University UK (OU), we developed bespoke, online study spaces for students from groups currently underrepresented in higher education – known as ‘Study Together’ sessions. The sessions prioritise students from minoritised ethnic groups, students with disabilities, and students with mental health needs who are at risk of poorer study outcomes. This presentation charted the development of Study Together in response to student feedback and evaluation and sought to show the value of ‘targeted’ invitations to engage students with spaces for learning development. Our presentation began by outlining the rationale for a 2022-23 Study Together pilot and its impact on community and belonging for students with mental health declarations (Lavery et al., 2023). We shared our approach to hosting Study Together and the techniques used to create an inclusive, productive study space; we showed how these approaches allowed us to incorporate timed study bursts and reflective practice, building positive study habits among students. Finally, we presented findings from the evaluation of Study Together in 2023-24 and situated this within the wider literature on the benefits of virtual communities of practice for learning. Our presentation spoke directly to the ALDcon24 theme ‘Building inclusive learning development spaces’ and invited delegates to consider the place of virtual, guided study spaces in their own practice.

Building inclusive Learning Development spaces ‘…but we don’t have time for universal design’

This project sets out to convert a Continuous Professional Development (CPD) workshop on Dyslexia awareness into a series of mini asynchronous learning experiences. The aim is that learning and teaching staff will access the short asynchronous activities by scanning a Quick Response (QR) code; these activities will provide a brief insight into relevant examples of neurodiverse experiences, followed by tips on changes to professional practice that can embed inclusive and universal design. Universal Design for Learning (UDL) is an ethos that we all strive for in our various roles in learning development; It embraces the principles of the social model of disability, which the Office of Students (2019) states ‘is not about “fixing” the individual but about restructuring environments and attitudes around them’. As highlighted by Dettmer and Welton (2024, p.62) the learning community seeks to promote the social model of disability when promoting inclusive learning environments. Stripe and Ntonia’s article on implementing change for inclusive teaching (2023) highlights that the challenges faced include lack of time for staff CPD, negative attitudes towards reasonable adjustments, and mindsets that are not conducive to inclusivity. These factors are sector wide; time is precious for many learning and teaching staff, and attending CPD workshops, particularly when it means adding to an existing heavy workload, are not typically at the top of priority lists. However, as proposed, engaging in a 30-60 second asynchronous activity, might lead to some ‘quick wins’ for the adoption of universal design principles. The proposed short asynchronous activities discussed here are based on experiences of neurodiverse learners when faced with non-inclusive environments, and provide strategies that can be immediately implemented. It is hoped that by scanning a QR code and engaging in learning experiences ‘on the go’, this approach will encourage staff to see that inclusive and universal design can start with small changes and have a fundamental impact on students’ learning experiences.

Promoting equity in education for sustainable development through community-based learning and teaching

Our presentation reported on the vital role of Education for Sustainable Development (ESD) (UNESCO, 2023) in fostering learners equipped with the knowledge, skills, and attitudes essential for a sustainable future. Despite the emphasis on inclusive and equitable human development through ESD, achieving equitable learning outcomes for all students remains a persistent challenge in the context of UK higher education. Our project explored the benefits and challenges of enabling all students to engage with ESD. We made recommendations for learning developers to effectively support students developing understanding and competencies for sustainability. We explored this through considering the challenges and gaps in inclusive pedagogies, professional development opportunities, curricula integration, and external partnerships. The objective of the project was to address this issue by investigating how equity concerns in ESD can be effectively tackled through the integration of community-based learning and teaching (CBLT) approaches into university curricula (Salam, et al., 2019). Also referred to as service learning, the growing effort in implementing these approaches involves students engaging in organised activities benefiting local communities, enhancing academic knowledge, and fostering civic responsibility. This has important implications for learning developers and the support students need to engage effectively in what may be an unfamiliar form of learning and development. Collaborating with a student researcher, the project employed a multi-faceted methodology, including a literature review, mapping exercise using sustainable development goals (SDGs) and qualitative examination of module descriptions at University College London (UCL) and Queen Mary University of London (QMUL), both based in East London. In the presentation, we shared our existing practices combining ESD and community-based learning that included: Our mapping of the integration of ESD and community-based learning in our university curricula. Gaps and challenges in achieving equitable learning outcomes using a qualitative analysis of curriculum design and implementation. Our initial recommendations for the learning developer community in supporting students to engage with ESD, and gain vital knowledge, skills and competencies for a sustainable future. We also provided a short evaluation of our work as a research collaboration of learning development approaches involving students, academic developers and educators from two universities.

Writing to learn: creative LD perspectives for Learning Developers and students

Academic writing is a contested area, even more so in times of large language models and artificial intelligence (AI). This writing is tricky to navigate and master especially for newcomers – staff and students. Learning Developers almost uniquely play with writing as a practice of emergence and discovery. Academic writing is a process: we write to become academic. Students write to join their epistemic communities, and Learning Developers write to give birth to an emergent field. Drawing on recent work by Syska and Buckley (2022) and Abegglen, Burns and Sinfield (2022; 2023), we argue that academic writing is an initiation into and participation in wider professional and academic discourses. We ‘write to learn’ rather than ‘learn to write’. In our practice with students, we know that we need to move beyond the ‘mechanics’ of writing and make the process meaningful, engaging, interactive, and fun. Similarly, Syska and Buckley (2022) have explored what makes Learning Developers ‘tick’ with respect to academic writing – revealing how, counterintuitively perhaps, academic writing can become an inclusive Learning Development space: our ‘happy place’. With this presentation, we opened the discussion on academic writing for building the Learning Development community.

Managing Inclusion and Financial Education for Sustainable Development

Objective: The objective of this study is to analyze the importance of effective management of financial inclusion and education in the context of sustainable development, highlighting its impact on the achievement of the SDGs. It also aims to identify the main challenges faced by vulnerable populations in accessing financial services and propose comprehensive strategies to improve financial literacy and accessibility, contributing to a more inclusive and equitable society. Theoretical Framework: For this research we have several relevant approaches and theories such as: financial inclusion theory; its relationship with the SDGs; financial education theory, as well as inclusion and sustainable development. Method: The methodology adopted for this research comprises a qualitative approach, based on the review of documents, public policies and government programs on financial inclusion and education to assess their effectiveness with respect to the SDGs. Data from the World Bank's Data Dashboard (The Global Findex Database, 2024) was analyzed using content analysis, which allowed identifying key themes and gaining a deeper understanding of the perceptions and experiences related to the evaluated programs.. Results and Discussion:The results obtained revealed that, although there is progress in financial inclusion in Mexico, there are still areas of opportunity to improve access to and use of financial services, especially among the most vulnerable segments of the population. It is necessary to highlight the need to continue working on the promotion of financial inclusion in Mexico and in other regions, through public policies that promote financial education, technological innovation, and collaboration between the public and private sectors. Research Implications: The practical implications of this research include the improvement of public policies and programs focused on financial inclusion and education, promoting more equitable access to financial services in vulnerable populations. At a theoretical level, the study provides a deeper understanding of the relationship between financial management and sustainable development, offering a conceptual framework that links financial inclusion with the SDGs. This strengthens the academic analysis on how financial education can drive inclusive economic growth. Originality/Value: The originality and value of this research lies in its focus on the direct relationship between financial inclusion and financial education with the SDGs, an area underdeveloped in the literature. The research offers a new perspective by assessing how financial education can be a key tool for achieving equitable and sustainable development. Its contribution to the literature is in providing a detailed analysis of public policies and government programs, highlighting their effectiveness and identifying areas for improvement, which brings a comprehensive and updated approach to the study of financial inclusion.

Harnessing the diaspora advantage

As Africa strides towards attaining Sustainable Development Goals (SDGs) and Agenda 2063 for inclusive development, harnessing both internal and external expertise is crucial. Yet, the continent's vast, highly skilled diaspora remains largely sidelined in education systems and knowledge economies. This paper explores the lived experiences of the African diaspora including professionals, innovators, entrepreneurs, and African stakeholders, including academics, university leadership, policymakers, and business leaders, using the coloniality lens to develop a framework for equitable and inclusive diaspora knowledge democracy. Data collection involved interviews with 25 diaspora professionals and 15 African stakeholders. Findings revealed a complex interplay of factors which constrain equitable and inclusive diaspora knowledge democracy which promotes diaspora contribution to Africa’s development. However, both groups expressed a strong commitment to Africa’s progress. The paper proposes a framework for collaborative approaches for dismantling colonial dividers through policy supported by building blocks such as incentives and support, knowledge exchange, engagement channels, and impact reviews. By positioning the diaspora as equitable knowledge democracy partners, Africa can accelerate research translation and fuel sustainable growth.

Local economic development for peacebuilding. The reincorporation of FARC’s former combatants in Agua Bonita, Colombia

ABSTRACT It is not possible to think about sustainable peace without tackling the situations of inequality and exclusion that perpetuate a large part of the conflicts. While there have been important advances in the theoretical field on how to develop more horizontal and territory-sensitive peacebuilding initiatives, studies on the type of methodologies that allow for their operationalisation are more limited. In this context, this study investigates the reincorporation of former combatants of the Revolutionary Armed Forces of Colombia (FARC) in Agua Bonita, exploring the practical application of local economic development methodologies at community level and evaluating how these strategies can foster reconciliation, inclusion, and sustainable development in violence-affected settings. The findings provide actionable insights for replicating such strategies in other contexts, enhancing the design of future disarmament, demobilisation, and reintegration (DDR) initiatives and making visible the role that international cooperation can play in promoting more inclusive and “localised” peacebuilding schemes.

Traditional African Vegetables Knowledge Translation: A Scoping Review

Traditional African vegetables (TAVs) are an important component of an ecologically sustainable approach to addressing food and nutrition security in Africa. This review aims to identify the scope of the knowledge translation literature that exists across multiple aspects of the TAV value chain and to identify gaps in knowledge translation research. A scoping review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) was conducted. The Population, Concept, and Context (PCC) framework was used to guide the development of inclusion and exclusion criteria for this review. The Web of Science, Scopus, Science Direct, and ABI/Inform databases were searched to identify the relevant studies which were then screened using the Covidence 2024 online software to select studies and extract information for analysis and reporting. A total of 182 studies/articles were selected and examined. The most significant knowledge documented about TAVs pertains to their vast genetic diversity contributing to their rich nutritional and medicinal properties, their ability to withstand harsh environmental conditions such as drought, pests, and diseases, as well as the effects of various post-handling techniques on the nutrient content of TAVs, with the production phase of the TAV value chain being the most studied. This review found that, although a breadth of knowledge about TAVs has been generated, there is still little documentation about transferring and utilizing this knowledge across the TAV value chain. This review identified that more research is needed to document the strategies and practices for the transfer and utilization of knowledge to ensure that it is utilized to enhance nutritional outcomes across Africa.

Application of AI in Turkish Sign Language Translation: A Case Study of its Use and Purpose

In Turkey, around 3 million people have hearing impairments, and the shift to digital platforms during the pandemic has worsened accessibility challenges as websites and apps often ignore their needs. Research shows that 50% of hearing-impaired individuals struggle to understand written text due to Turkish Sign Language being their first language, with Turkish serving as a second language. Differences in grammar between Turkish and Turkish Sign Language, along with a limited sign language vocabulary, further hinder comprehension. To solve this, we developed AI-powered sign language translation systems that allow people who are deaf or hard of hearing to access digital content in Turkish Sign Language. SignForDeaf's system translates text into sign language videos using Natural Language Processing (NLP) and generates seamless videos with smooth word transitions. Currently, this system supports Turkish Sign Language, with future plans to include other languages like Arabic, American, British, and Finnish Sign Language. The system was designed in collaboration with sign language experts to ensure accuracy and an inclusive development of a digital environment.

Analyzing the Phenomenon of Policy Support for the Education and Employment of Persons with Disabilities Based on the Groupthink Model--Take Hunan Province as an Example

In recent years, the Hunan Provincial government has adopted a series of support measures in the education and employment policies for the disabled. The study focused on the education and employment policy for the disabled in Hunan Province, and used the groupthink model. The study found that there are blind spots in the process of policy formulation and implementation, and the lack of attention to the overall needs of persons with disabilities, resulting in incomplete content and poor implementation. The internal differences and interaction of the disabled affect the support effect, the policy content is limited, the implementation of resistance, and the one-sided evaluation. Policy makers need to pay attention to diverse voices and practical needs, and avoid fixed thinking and prejudice. This study helps to reveal the negative impact of groupthinks on the formulation of education and employment policies for the disabled, provide warnings and reference for policy makers, promote policy innovation and improvement, and promote the inclusive and diverse development of social culture.

Housing Inclusion Perspective: The Causal Structure of Housing Cost Burden, Fertility Intentions, and Social Housing in Urban China

To address low fertility and enhance urban inclusiveness and sustainability, this study conducted a questionnaire survey in 35 cities in China, systematically collected data on housing inclusiveness and fertility intentions, and used the SEM to analyze the causal relationship between housing costs burden, fertility intentions, and perceived need for social housing. The results show that the housing cost burden has a statistically significant positive (+) effect on the perceived need for social housing and a statistically significant negative (−) effect on fertility intentions, and that fertility intentions have a positive (+) effect on the perceived need for social housing. Notably, the direct effect of the housing cost burden on the perceived need for social housing (0.15) is greater than the total effect of the housing cost burden on the perceived need for social housing mediated by fertility intentions (0.14). This suggests that even when housing costs are high, families who still plan to have children exhibit a greater demand for social housing. Therefore, social housing can positively impact fertility intentions and help reduce housing cost pressures on families. Additionally, actively promoting inclusive housing development will have a significant impact on the sustainable growth of the urban population and economy, making meaningful contributions.

A Sustainable Vision for Technical Education 4.0 of Post COVID-19

The impacts of industry 4.0 have been reflected in education around the world as countries compete to formulate educational policies based on innovation and digitization in order to adapt to the IR 4.0. In this regard, a new approach to technical education 4.0 has been formulated. It seeks to integrate technical education with the technology developments that define the Industrial Revolution 4.0, emphasizing the importance of this alignment in promoting sustainable economic growth and fostering inclusive development. The paper highlights the strategies and techniques implemented in the design of technical education 4.0 school buildings, arriving at legislative and design recommendations for creating school buildings that are compatible with sustainable education, meet the needs of industry 4.0 building practices, and are supported by modern technologies. By using an integrated approach in terms of new design needs and new education needs that adapt to modern pandemics and prevent any diseases in the future, this research aims to present a new model for technical education 4.0 in the pandemic era in line with the sustainable development goals in the Education Strategy 2030. This study discusses the problems existing in the current situation of technical education schools in Egypt and comes up with a new model that is compatible with new design and educational needs. It is structured using new design strategies for technical education 4.0 schools based on design patterns for 21st century schools that meet industry 4.0 needs and address the COVID-19 pandemic.

The road to inclusive green growth in China: Exploring the impact of digital-real economy integration on carbon emission efficiency

With the emergence of digital transformation, China confronts the dual challenge of fostering sustainable economic and social development while fulfilling its "dual-carbon" commitments. Is the digital-real economy integration a blessing or a curse for inclusive green development? The study was conducted under this backdrop. This paper explores the impacts and mechanisms of digital-real economy integration on carbon emission efficiency, utilizing panel data from 274 Chinese cities over the period from 2011 to 2021. The results indicate that this profound integration significantly enhances urban carbon emission efficiency, although this relationship is partially mediated by industrial structure upgrading. Additionally, natural resources dependence may compromise efficiency gains, exhibiting varying effects across different contexts. The impact of digital-real economy integration on carbon efficiency (Cee) manifests as a non-linear U-shaped relationship that intensifies with increased integration. Heterogeneity analysis reveals that major, eastern, coastal, and resource-scarce cities experience the most profound benefits. These findings highlight the urgency of advancing digital carbon neutrality and offer strategies for emerging economies to transcend traditional constraints, thereby achieving green economic recovery and inclusive development.

Financial Inclusion and Rural Development: Empowering Micro-entrepreneurs in Lubuk Beringin, Bungo Regency, Jambi, Indonesia

Micro-entrepreneurs in rural Indonesia often face challenges in accessing financial services and developing sustainable business practices. This community service initiative aimed to empower micro-entrepreneurs in Lubuk Beringin, Bungo Regency, Jambi, Indonesia, by promoting financial inclusion and rural development. A mixed-methods approach was employed, incorporating surveys, focus group discussions, and in-depth interviews to assess the needs and challenges of micro-entrepreneurs. Based on the findings, a comprehensive program was designed and implemented, encompassing financial literacy training, business development workshops, and access to microcredit facilities. The program resulted in increased financial literacy, improved business skills, and enhanced access to financial resources among the participants. Data indicates a 20% increase in average monthly income and a 15% rise in business savings among participating micro-entrepreneurs six months after program completion. Additionally, the program fostered a sense of community and collaboration among the participants. This initiative demonstrates the vital role of public administration in empowering micro-entrepreneurs through financial inclusion and rural development strategies. By providing access to financial knowledge, skills, and resources, public administration can contribute to sustainable economic growth and improved livelihoods in rural communities.

Popularity and parity assessment for more inclusive and balanced aquaculture development

Aquaculture, a rapidly expanding food production system, holds promise for improving global food security and resilience. However, imbalanced growth has led to a highly uneven distribution of aquaculture production among countries, a concern that has not been comprehensively examined. This paper fills this knowledge gap by developing an innovative indicator system to assess this issue based on aquaculture development in ~ 200 countries over five decades. The system utilizes the “effective number of countries” (ENC) as a basic measure of production distribution and extends it into two novel indicators, popularity and parity, to gauge inclusiveness and balance. The assessment from 1970 to 2020 reveals that aquaculture has become a global enterprise, operating in nearly 90% of countries. Nevertheless, there is still substantial potential for growth in aquaculture popularity across most of 43 species groups examined here. Regarding concerns over persistently imbalanced aquaculture growth, our assessment reveals that aquaculture parity increased during 1970–2020 in the majority of 85 country groups examined here, including 18 of 27 regions and subregions. Global parity is also on the rise in the new millennium (2000–2020). However, the global aquaculture parity remains considerably lower than those of capture fisheries and terrestrial meat production. This suggests that imbalanced global aquaculture development cannot be solely attributed to countries’ comparative advantages. This extraordinary imbalance could compromise global food security and food system resilience, but it also signifies untapped growth potential. Mainstreaming aquaculture popularity and parity as policy indicators can foster more inclusive and balanced development and unlock this potential. The proposed indicator system can be applied across diverse sectors and scales, contributing to a broader and refined understanding of the dynamics within the global food system.

The Interaction and Balance Between Innovation and Sustainable Development

Abstract: This study explored the relationship between innovation and sustainable development, highlighting innovation as a key driver for economic growth and social progress. In contrast, sustainable development ensures the long-term viability of this growth. This study finds through a systematic literature review that innovation activities must balance environmental, social, and economic aspects to achieve green, inclusive, and sustainable development. However, certain innovations may threaten sustainable development due to disregarding long-term impacts. The requirements of sustainable development for innovation may also sometimes limit the pace and space for innovation. Therefore, it is particularly important to explore the negative impacts of innovation and sustainable development and to find a balance between the theoretical and practical levels. The study emphasises the importance of understanding the dynamic relationship between innovation and sustainable development. Through interdisciplinary cooperation and practical exploration, balancing innovation and sustainable development is crucial for promoting global sustainability. Further attention should be paid to the interaction between innovation and sustainable development, and appropriate innovation and development should be selected to achieve a balance.

Empowering Rural India with AI, ML, and Blockchain: A Pathway to Inclusive Development

Empowering Rural India with AI, ML, and Blockchain: A Pathway to Inclusive Development

Towards inclusive urban real estate: Innovative strategies for shaping urban real estate developments in South Africa

South Africa, like many emerging economies, grapples with the challenges of rapid urbanisation, unequal access to resources, and historical spatial inequalities. Addressing these issues requires a multifaceted approach that reimagines urban real estate development as a catalyst for positive social change. This paper explores the imperative of inclusive urban real estate development in South Africa and presents innovative strategies to promote equity, accessibility, and sustainability in urban environments. Following a quantitative inquiry technique, primary data was gathered from 109 built environment professionals with experience in sustainable urban development. To support this, descriptive and inferential statistics, particularly exploratory factor analysis (EFA), were used. According to the descriptive analysis using the mean score (MS) ranking technique, the development of affordable housing was one of the higher up-front innovative strategies for reshaping real estate development. Ensuring objectivity in city planning, re-engineering the city streets and buildings to create a safer environment were among the highly ranked strategies. The EFA further demonstrated that “urban redevelopment”, “government regulations”, “spatial planning”, “urban policy” and “diversification” were the underlying groups of new approaches for inclusive development. Implementing these innovative strategies, South Africa can move towards a more inclusive and equitable urban landscape, where urban real estate development becomes a force for positive social change, fostering sustainable economic growth and improving the quality of life for all citizens. This research contributes to the ongoing dialogue on urban development in South Africa and offers actionable insights for policymakers, developers, and community stakeholders invested in shaping more inclusive cities.

Cognitive Approach to the Use of Multimedia in Maharoh Kalam Learning

Mastery of speaking skills in learning Arabic often faces challenges related to student engagement and the effectiveness of traditional teaching methods. Conventional teaching methods are usually considered less attractive and unable to meet the learning needs of students effectively. This study aims to explore the use of multimedia based on a cognitive approach to improving students' speaking skills in the Special Arabic Language Learning Program (PKPBA) UIN Malang. Qualitative research methods were used, involving in-depth observations and interviews with students and faculty to collect data on the experience and impact of multimedia use. The results showed that multimedia designed with a cognitive approach significantly improved students' speaking skills, increased motivation, and enriched the learning experience. These findings make an important contribution to cognitive theory by demonstrating the practical application of multimedia in language learning, as well as providing guidance for educators in designing more effective learning materials. This research also emphasizes the need for inclusive technology development, attention to ethics, and the protection of users' data. Keywords: Speaking Skills, Multimedia, Cognitive