Inclusive pedagogies and practices of English for Academic Purposes (EAP) in higher education (HE): An exploratory survey-based study

Decolonising pharmacy education: Broadening epistemic perspectives and advancing curricular inclusion.

This special issue of ShodhKosh: Journal of Performing and Visual Arts explores how digital preservation and intelligent innovation are transforming traditional and modern arts. It highlights AI-driven archiving, restoration, and revival of cultural heritage alongside generative design, computational aesthetics, and human–AI co-creation in contemporary practice. The issue also examines AI-enhanced arts education through adaptive learning, predictive analytics, and inclusive pedagogy. Additionally, it addresses intelligent museum systems, blockchain provenance, and data-driven cultural management. By engaging ethical and philosophical debates on authorship and creativity, the collection emphasizes responsible integration of technology to sustain heritage while fostering innovation in the digital age. Issue Editor: Dr. Amit VermaAssociate Professor and Assistant Registrar in Journalism & Mass Communication, Centre for Distance and Online Education (CDOE), Manipal University, Jaipur, Rajasthan, IndiaEmail: amit.verma@jaipur.manipal.edu / amitve4@gmail.com Archana KaleAssociate Professor, Computer Engineering, MES Wadia College of Engineering, Pune, IndiaEmail: archana.kale@mescoepune.org Dr. Krati AgarwalNoida International University, Noida, IndiaEmail: drkratiagarwal0820@gmail.com Abhijit ChandratreyaAssociate Dean (PhD Programs), Indira University, Pune, IndiaEmail: abhijit.indira@gmail.com Dr. Archana RaniHead and Associate Professor, Department of Fine Arts, R G College, Meerut, IndiaEmail: rgpgcollegemrt@gmail.com / drarchana.art@gmail.com Dr. Samir N. Ajani School of Computer Science and Engineering, Ramdeobaba University (RBU), Nagpur, IndiaEmail: samir.ajani@gmail.com

The aim of this study was to explore the procedures in which educators and institutions can embrace equity and inclusive pedagogies amid the Fourth Industrial Revolution. Strategies for promoting social justice, addressing diversity and supporting the needs of marginalised communities in education were viewed to be critical in South Africa, which is marked by historical disparities. Educators and students from Kimberley in the Northern Cape were involved in the study. The intersection of social justice and the institutional curriculum in the context of the Fourth Industrial Revolution presented both challenges and opportunities for educators in the province. To ensure equitable education for all students, educators embraced inclusive pedagogies that recognise diverse backgrounds and learning needs. This involved integrating technology in ways that are accessible to all students, regardless of socio-economic status. Professional development for educators was essential to equip them with the skills necessary to use digital tools effectively while fostering critical thinking and problem-solving abilities. Advocacy for policy reforms at institutional and governmental levels was crucial to addressing systemic barriers that perpetuate inequality.

The study aims to identify, through theoretical analysis, the role, structure, and specifics of personal determinants that shape the emotional component of future teachers’ readiness for professional activity in inclusive education (hereinafter referred to as the “emotional component of readiness for educational inclusion”). The scientific novelty lies in the comprehensive systematization of numerous research approaches to this problem. The paper identifies and examines a key methodological contradiction between the classical understanding of psychological readiness as a situational “pre-start” state and the competency-based dynamic approach dominant in inclusive pedagogy, which treats readiness as a developed integrative formation. Based on an analysis of sources, including monographs and research articles, it is proposed to define the phenomenon of the emotional component of readiness for educational inclusion as an integrative personal construct. This construct is viewed both as an independent object of formation and as a complex of deeper personal determinants, providing a basis for subsequent analysis of their roles and interconnections. A classification of personal determinants is provided, highlighting three interrelated types: value-motivational, emotional-regulatory, and reflexive-active, with a description of their contributions and the nature of their interaction. The paper emphasizes and analyzes fundamental contradictions in the current research field, such as: the conflict between the complex nature of personal determination and the reductionism of empirical studies; the tension between the universality and specificity of teacher readiness requirements when working with different nosologies; the debate over the priority of internal versus external resources; the trend toward integrating international and domestic research experience; and the shift in focus from merely stating problems to searching for practical technologies for developing readiness. The analysis establishes that personal determinants serve as the psychological foundation (internal condition) for readiness, mediating the future teacher’s ability to apply professional knowledge in emotionally intense situations when interacting with students with disabilities. The study systematizes the main problems hindering the development of a holistic theory: methodological fragmentation and insufficient consideration of nosological specifics and environmental factors. Key trends are identified, including the search for practice-oriented formation technologies (project-based learning, inclusive volunteering, supervision). The study concludes that overcoming these contradictions requires the consolidation of methodological approaches, the development of differentiated programs, and the close integration of research and educational practice within psychological and pedagogical support.

As a science teacher-educator and learner, the first author feels that the domination of traditional outcome-based science education focuses on structural task performance. She also experienced transitional and transformational outcome-based education, guided by a success-based philosophy and outcome-based practice for unstructured and complex task performance (Spady & Marshall, 1991), in her STEAM educational journey, culminating in an MPhil (and PhD). These diverse learning cultures create a disorienting dilemma in her mind. In this context, she aims to enrich STEAM-based epistemic inclusion for transformational outcome-based science education. The paper revolves around the key question: How could STEAM-based inclusive science education be enriched, thereby envisioning the Brahma-Vishnu-Shiva epistemology for developing transformative professional identities? She applied critical-hermeneutic Bildung as a referent for viewing the classroom practice through a democratic and emancipatory view of society (Sjöström & Eilks, 2020). The first author discusses the role of STEAM education as/for content and pedagogical inclusion in science teacher education, thereby envisioning the Brahma-Vishnu-Shiva epistemology. This integral perspective focuses on inclusive reasoning for unstructured and complex task performance through developing transformative identities of science teacher educators and prospective science teachers who can act as creators, preservers, and annihilators. This conceptual paper, emerging fromher doctoral research, seeks to offer a local epistemological approach (similar to Brahma-Vishnu-Shiva) for enhancing life-role functioning in science education.

Inclusive education is increasingly acknowledged as a pedagogical strategy executed through daily classroom practices that promote participation, engagement, and a sense of belonging for all students. This study investigates the application of inclusive pedagogical methods in a Greek public primary school, highlighting the significance of teaching strategies and interactional routines in fostering student engagement and a sense of belonging. The study utilizes a qualitative single-case methodology, using practice-based data including recorded classroom practices, comprehensive pedagogical initiatives, and reflective narratives of teaching and learning processes. The analysis reveals that inclusive pedagogy was executed through personalized instruction targeting common learning goals, dialogic and collaborative teaching strategies that amplified student voice and agency, and a sustained emphasis on socio-emotional growth and interpersonal relationships. These techniques promoted students' active engagement in learning and fostered classroom cultures that valued and celebrated diversity. The study highlights pedagogical challenges related to curriculum mandates, time constraints, and the complexities of accommodating varied learning demands, asserting that inclusion is a negotiated and context-specific process rather than a fixed set of techniques. This study offers a practice-oriented viewpoint from Greek primary education, contributing to global research on inclusive pedagogy by clarifying the development of participation and belonging through standard teaching techniques in a public school environment. The findings underscore the critical importance of classroom pedagogy in attaining inclusive education and stress the need for continuous professional reflection and systemic support for inclusive teaching.

abstract: This article explores inclusive approaches to data literacy in academic libraries through a case study of Python Camp, a four-day introductory programming workshop offered by George Washington University Libraries and Academic Innovation. We position computational literacy as a dimension of data literacy, emphasizing the ability to engage with data through code, modeling, and algorithmic reasoning. Unlike traditional boot camps that prioritize technical skill acquisition, Python Camp fosters collaborative learning, frames computation as a communicative and exploratory act, and embeds coding within interdisciplinary, context-rich problems. Drawing on facilitator reflections and semistructured interviews with participants, we argue that academic libraries are uniquely positioned to challenge exclusionary norms in data education. Our pedagogical approach centers relevance, learner agency, and ethical engagement with data, aligning with broader library trends toward inclusive, user-centered instruction. We describe how our team-based model supports a growth mindset and inclusive learning culture through varied lesson structures, reduced educator bias, and peer communication. We conclude by framing computational literacy as a social, situated practice. More than acquiring syntax, it is a process of building fluency, confidence, and relevance. Library-based data literacy programs that foreground ethical, critical, and user-centered approaches can broaden access to computational tools while modeling inclusive pedagogy. Reflection by both participants and facilitators is essential, not only for assessing program effectiveness but as a core practice of inclusion itself.

ABSTRACT This qualitative study examines how students in higher music education recognise and articulate self-identified learning needs in style-bound improvisational contexts. Data were gathered through four workshops using semi-structured interviews, reflective diaries, classroom observations, video recordings, and participant feedback. Following Grounded Theory methodology, the analysis derived, using constant comparison, four overarching categories of learning needs through a systematic category-guided approach: (1) Self-Regulatory–Introspective Dimension, (2) Musical-Technical Dimension, (3) Social–Interactive Dimension, and (4) Cultural–Aesthetic Dimension. These domains reveal how learning needs act as diagnostic markers linking self-reflection, emotional regulation, and social interaction, while shaping the development of self-directed artistic development. Across data sources, learning needs became salient at moments where learners experienced breakdowns in confidence, fluency, role negotiation, or stylistic orientation and translated these difficulties into articulated targets for action. The findings suggest that addressing these needs can support psychological safety, collaborative creativity, and artistic responsibility. This model offers a transferable framework for curriculum design, teacher education, and assessment in style-bound improvisation by foregrounding learners’ diagnostic competence as a central mechanism of improvisational learning, and by informing curricula that harmonise reflective practice, inclusive pedagogy, and practice-oriented learning environments across diverse cultural and stylistic contexts.

This study investigates how Technological Pedagogical Content Knowledge (TPACK) influences Artificial Intelligence Acceptance (AIA) among Chinese university English teachers, focusing on the dual mediating roles of organisational support and self-efficacy. Drawing on structural equation modelling of survey data from 153 instructors, the results show that TPACK significantly predicts AIA, with self-efficacy accounting for this relationship. Drawing on a structural equation model analysis of survey data from 153 English instructors, we demonstrate that TPACK significantly predicts AIA, and self-efficacy played an explanatory role in this relationship. Organisational support further mediates the pathway from AI-Technical Knowledge (AI-TK) to TPACK, highlighting institutional mechanisms that strengthen teachers’ pedagogical capacity for AI integration. Three critical pathways are identified: (1) a direct TPACK → AIA trajectory, (2) an AI-TK → OS → TPACK → AIA institutional chain and (3) a TPACK → SE → AIA motivational loop. Positioning AI as a form of assistive technology, the findings highlight its role in enhancing teachers’ instructional capacity while promoting accessibility, personalised scaffolding and inclusive opportunities for diverse learners. By integrating Human–Computer Interaction (HCI) and assistive technology perspectives, the study reframes TPACK as interaction readiness, organisational support as a socio-technical affordance, and self-efficacy as interaction efficacy. This interdisciplinary framing highlights that AI acceptance is not only a matter of knowledge and psychology, but also of designing human–AI collaborations that promote usability, accessibility and inclusive pedagogy. The results offer actionable implications for AI training programs, highlighting the importance of integrating technical upskilling with organisational mechanisms.

Inclusive teaching in higher education is increasingly required to accommodate diverse student profiles, particularly in special education teacher education where candidates must internalize and model inclusive values. However, academic literacy (e.g., reading scholarly texts, constructing evidence-based arguments, and writing systematically) is often uneven among students and is frequently treated as a separate skill rather than integrated into inclusive pedagogy. This study aimed to analyze how inclusive learning strategies are integrated with academic literacy strengthening in a special education course and to examine their implications for learning processes and outcomes. Using a qualitative descriptive design, data were collected through classroom observations, in-depth semi-structured interviews with lecturers and students, and document analysis of syllabi, lesson plans, learning materials, and student assignments. Data were analyzed through iterative reduction, display, and conclusion drawing, supported by method and source triangulation. Findings indicate that integrating inclusive pedagogy with explicit academic literacy practices increased student engagement, improved conceptual understanding, and strengthened critical and reflective thinking. Flexible and collaborative learning designs expanded equitable participation across students with varied backgrounds and abilities, while literacy-based tasks enhanced students’ capacity to interpret scholarly sources and communicate ideas more rigorously. The study concludes that this integration is both feasible and pedagogically valuable for improving instructional quality and professional readiness in special education teacher preparation. Implications include the need for curriculum-level alignment of inclusive strategies with structured literacy scaffolds and formative feedback. Future research should test the model across institutions using mixed methods and longitudinal designs to examine sustained academic and professional impacts.

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.

Teacher preparation programs are called to build on candidates’ prior knowledge and experiences to meet the needs of all of their future students. In this manuscript, we share multicultural disciplinary writing assignments used to support teacher candidates in their growth as inclusive educators. While assignments were designed for preservice candidates, they can also be adapted to support new teachers in induction programs or those who continue to grow their practice through coaching or professional development. Reflecting on sociocultural locations, leveraging the identities and cultures of their students and families, and practicing empathy were all emphasized in the assignments. The teacher candidates who completed the disciplinary course writing assignments were encouraged to apply these actions beyond their teacher education coursework. Lastly, teachers enrolled in the program used the writing tasks as an opportunity to highlight their pedagogical learning and expertise in their disciplines, reflect on their teaching practice, and, in some cases, publish their work in practitioner journals.

Academic integrity remains a key challenge in higher education. At Teesside University, increasing cases of plagiarism, collusion, and contract cheating highlighted the need for more engaging and educationally grounded interventions. In response, the English Language Centre (ELC) designed and delivered a two-part initiative integrating gamification and inclusive pedagogy to reframe integrity as a participatory academic literacy rather than a compliance exercise. The programme combined a large interactive lecture introducing core integrity principles with a practical workshop developing paraphrasing, quoting, and summarising skills. Kahoot! was embedded throughout as a gamified learning tool that fostered participation, inclusivity, and real-time feedback. Across 26 Embedded Academic Literacies (EAL) sessions, the initiative engaged 620 students from all five Schools. Anonymous feedback showed that over 90% of participants found the sessions useful and reported increased understanding, frequently describing them as “informative,” “interactive,” “engaging,” and “fun.” Participants also demonstrated a 25% reduction in average similarity scores compared with previous cohorts, indicating measurable improvement in integrity-related practices. Staff observed that engagement and responsiveness declined when institutional access to Kahoot! was temporarily lost, reinforcing its pedagogical value. This short communication presents a case study of this innovation, drawing on routine anonymous feedback and staff reflections to illustrate how gamification can enhance academic integrity education in inclusive, diverse settings. The findings suggest that framing integrity as an interactive literacy, supported by game-based participation, can increase engagement, confidence, and ethical academic practice across disciplines.

In scientific fields such as veterinary medicine (VetMed), instruction is often content-focused and lecture-based, leaving insufficient room for students to make meaningful connections to the curricula or see themselves in related careers. Inclusive pedagogies such as engaged teaching and culturally relevant pedagogy help students to make connections between their lived experiences and academic content, and are associated with deepening students' motivation and interests. During the summer of 2024, Education and VetMed faculty from a large, research-intensive university collaborated to create a culturally relevant, engaged curriculum for a veterinary summer engagement program. This program was geared toward middle and high school students from racial-ethnic groups historically underrepresented in veterinary medicine. In this teaching tip, we highlight the ways VetMed faculty adapted their activities after collaborating with the Education faculty. Overall, the VetMed faculty focused on revising their activities around three core principles: connection, interaction, and relevance. The findings of this article showcase the ways in which these principles were enacted within the activities of the summer program, and the reactions the students had from participating in these activities. This pilot program exemplifies curricular ideas that veterinary medicine faculty can implement to create meaningful learning experiences in both K-12 pipeline programs and in higher education settings. Through supporting interdisciplinary collaborations, particularly between VetMed and Education faculty, we can foster learning environments that increase access and engagement to VetMed for youth from historically underrepresented groups.

This article presents a scoping review of how family and parental relationships appear the pedagogies of sexuality in Brazilian context (2005–2023). This period marks the emergence of “gender ideology” discourse and conservative movements shaping public policy and debates on family and sexuality. Thematic analysis of 24 studies identified four representations of family, revealing its centrality to cisheteropatriarchal ideals that frame it as a protector of childhood and a barrier to open dialogue. Conversely, recognizing schools as legitimate spaces for sexuality education broadens debate. Understanding these representations is key to advancing inclusive pedagogies and equity based public policies on sex education.

Physical education (PE) environments profoundly influence adolescents’ engagement and well-being, yet understanding of how demographic factors shape students’ perceptions of motivational climates remains limited. This cross-sectional study examined 1,166 Portuguese adolescents (M age = 15.2 years) across 12 schools to investigate how gender, extracurricular sports engagement, academic retention, and nationality moderate students’ perceptions of empowering (mastery-focused) versus disempowering (performance-focused) climates in PE. Using the validated Learning and Performance Orientation in Physical Education Classes Questionnaire (LAPOPECQ) and Bayesian analysis, we identified three key findings: (1) Gender equity gaps: Female students perceived performance-oriented climates (both from teachers and peers) as discernably less motivating than male students, suggesting that competitive PE environments may disproportionately alienate female participants. (2) Extracurricular buffering effect: Students engaged in extracurricular sports showed greater tolerance for peer-driven performance climates, possibly through habituation to competitive norms and/or genuine skill develepment. (3) Contextual uniformity: Nationality and academic retention showed negligible influence on climate perceptions, highlighting that climate perceptions are relatively stable across diverse demographic contexts within Portuguese PE settings. By integrating Achievement Goal Theory with demographic heterogeneity, this study advances understanding of how to design equitable PE environments. Practical implications include: (a) prioritizing mastery-oriented climates specifically for female students through targeted pedagogical adjustments; and (b) leveraging quality extracurricular engagement to reframe performance norms constructively rather than as threats. These findings bridge demographic diversity with inclusive pedagogy, offering actionable pathways for educators to foster empowering PE experiences across student populations.

Early childhood education (ECE) plays a crucial role in shaping children's identities, including their understanding of gender. However, in the Indonesian context, gender issues are still often overlooked in education policies and practices, even though social norms developed in schools indirectly reinforce traditional gender stereotypes. This book explores how gender and power are constructed in early childhood education in Indonesia through an ethnographic approach as well as post-structuralist and post-colonial feminist theories. By observing the interactions of children, teachers and education policies, the book shows that education is not a neutral space, but a place where gender norms are continuously reproduced and negotiated. In addition to exposing gender bias in the ECD system, this book also offers an alternative, more inclusive pedagogy. Teachers have a huge role in shaping children's gender understanding, but often unconsciously maintain traditional norms. Therefore, education should be a flexible space where children can express their identities without rigid gender boundaries.

ABSTRACT While the Ontario school curriculum recognises that all Ontario teachers across disciplines are responsible for supporting English language learners, traditional monolingual teacher education programmes are critiqued for inadequately preparing them to provide bi/multilingual students with comprehensive language and literacy education. Grounded in translanguaging and transpositioning theory, this study advocates for equity-based praxis in multilingual classrooms by examining how teacher identity mediates inclusive pedagogy. It explores how the creation of digital identity texts serves as a reflexive tool, enabling language teachers to critically reflect on and reconstruct their professional and linguistic identities. Using narrative inquiry and collaborative autoethnography, it focuses on three language educators’ experiences of creating multilingual and multimodal identity texts and reflecting on their evolving personal and professional identities. Findings demonstrate that the process of creating identity texts empowered participants to affirm their linguistic and cultural heritage, challenge hierarchical language ideologies, and reposition themselves across intersecting roles. Situated in translanguaging spaces, teachers engaged in transpositioning to fluidly shift their roles as educators, individuals, and community members. It underscores the potential of identity texts as a transformative pedagogy that celebrates diverse identities and promote critical language awareness, and thus, potentially support social justice in education.

ABSTRACT Inclusive education demands that all students are afforded opportunities to learn and belong in classroom communities. Yet, barriers persist. We argue that centering access, equity, and inclusion in a common classroom occurrence ‒ the observation of teaching by a supervisor or coach – can advance these goals. We offer a professional development practice, grounded in Disability Studies in Education, which informs the focus and approach while challenging notions of a presumed “norm.” We asked: In what ways can collaborative professional development cycles use performance-based feedback to prioritize the participation, membership, and learning of all students? We outline a 4-phase cycle that positions teachers and coach-supervisors as co-inquirers. We draw on the Universal Design for Learning framework to guide decision-making for curricular planning, instruction, analysis, reflection, and goal setting. In these ways, we aim to support the development of inclusive pedagogy.