Inclusive Practices Research Articles

Towards inclusive and equitable assessment practices in the age of GenAI: Revisiting academic literacies for multilingual students in academic writing

Towards inclusive and equitable assessment practices in the age of GenAI: Revisiting academic literacies for multilingual students in academic writing

A Review the Role of Artificial Intelligence in Media Content Creation for SDGs Development

Introduction: The rapid advancement of Artificial Intelligence (AI) has significantly transformed digital media content creation, particularly with the rise of AI-Generated Content (AIGC). This systematic review investigates AIGC's role in enhancing content production efficiency, improving content quality, and addressing ethical considerations. AIGC applications—spanning micro-video production, digital storytelling, journalism, and new media art—highlight its profound impact on content workflows, distribution, and audience engagement. Objective: The objective of this study is to explore how AIGC influences the efficiency, quality, and ethical standards of digital media content creation, with the aim of fostering responsible and sustainable integration of AIGC in the media industry. Theoretical Framework: This research is grounded in theories of human-machine interaction, ethical decision-making, and technological adoption models, which provide a solid foundation for examining the dynamics of AIGC in the context of Web 3.0 advancements. Method: The methodology employed for this review involved a systematic analysis of scholarly articles, case studies, and industry reports on AIGC. The data were synthesized to evaluate its transformative potential, ethical challenges, and alignment with sustainable development goals (SDGs). Results and Discussion: The findings reveal that AIGC significantly enhances efficiency and scalability in content production while raising ethical concerns such as professional displacement and algorithmic biases. These results are contextualized within the theoretical framework, emphasizing the need for ethical safeguards and inclusive practices. Challenges, including transparency in AI use and equitable access to AIGC technologies, are also discussed. Research Implications: This study offers both theoretical and practical implications by proposing strategies for responsible AIGC adoption, contributing to the sustainable development of the digital media industry. Implications include its potential to democratize content creation, foster inclusivity, and support SDGs such as Quality Education (SDG 4), Decent Work and Economic Growth (SDG 8), and Industry, Innovation, and Infrastructure (SDG 9). Originality/Value: This study provides a novel contribution to the literature by integrating SDG-oriented perspectives into the discussion of AIGC's impact. Its findings underline the critical balance between leveraging technological advancements and mitigating their societal and ethical challenges.

Advancing Global Perspectives: Bridging Sustainability, Innovation, and Cultural Ethics in Management

This issue explores the dynamic interplay between sustainability, innovation, and cultural ethics in management. The issue features four diverse contributions that address pressing challenges in management, including the integration of gender-sensitive leadership, the balance of cultural preservation and economic sustainability in ethnic minority settlements, the impact of green human resource management practices on environmental performance in developing countries, and the reconfiguration of business ethics from a Chinese perspective. Together, these articles exemplify the importance of interdisciplinary approaches and contextualized solutions in advancing global management research. By drawing on case studies, empirical analyses, and theoretical frameworks, this issue provides actionable insights for scholars, practitioners, and policymakers seeking to foster sustainable and inclusive management practices.

Exploring the purpose and stages of patient and public involvement and engagement (PPIE) in audiology research: a case study approach

BackgroundPatient and Public Involvement and Engagement (PPIE) has become an integral component of contemporary audiology research. It aims to capture diverse views and experiences, essential for evaluating the long-term impact of technological advancements and care models on individuals. Traditional inclusion methods, such as focus groups, may exclude individuals with additional needs or communication difficulties, necessitating the development of more inclusive approaches.MethodsThis study explores PPIE’s purpose and stages in two recent audiology studies, adhering to the Guidance for Reporting Involvement of Patients and the Public (GRIPP2) criteria. The authors describe their attempts to optimise participation by PPIE volunteers in two studies. The methods sought to engage volunteer PPIE contributors who might otherwise have not known about or contributed views of research methods. Specifically, our novel methods for engagement meant reaching out deliberately to marginalised communities and using individual, relationship building approaches, rather than relying on previously described focus group style meetings. Flexible engagement methods were developed to include marginalised communities with lower levels of research engagement. In the first study, the Hearing Loss and Patient Reported Experience Study (HeLP) developed the first Patient-Reported Experience Measure (PREM) in audiology. The study involved creating a conceptual framework, developing a prototype questionnaire, and validating it through test-retest procedures. The second study conducted an ethnographic analysis of adults with dementia and hearing loss in care homes, employing environmental audits, ethnographic observations, and semi-structured interviews.ResultsThe HeLP study successfully developed a culturally meaningful and accessible PREM, capturing the experiences of individuals with hearing loss, including those from South Asian communities. PPIE contributors highlighted the need for non-judgmental, empathetic approaches and culturally sensitive language. The PPIE component of the ethnographic study emphasises the importance of creating appropriate communication environments and implementing tailored inclusion strategies to address barriers faced by PPIE contributors in their participation.ConclusionsThe findings stress the necessity of inclusive PPIE methods in audiology research. Building meaningful relationships with PPIE contributors ensures a wide range of perspectives, informing research design and conduct. The study highlights the challenges of traditional focus groups and the benefits of flexible, personalised engagement methods. By prioritising relationship building and nuanced conversations, researchers can develop interventions that better align with users’ needs, preferences, and lifestyles. This approach contributes to the growing body of literature advocating for more inclusive and representative PPIE practices in health research, ultimately enhancing the relevance and impact of audiology studies.

The Invisibility of the Multiply Stigmatized Patient: Intersections of Ethnic Prejudice and Stigma of Chronic Disease in Medical Students.

Ethnic prejudice in healthcare has been widely examined, yet little is known about its intersection with stigma and prejudice based on one's health status. The present study investigates the intersections of ethnic prejudice and stigma of chronic disease in a healthcare setting as shaping unique forms of disadvantage. From an intersectional perspective, we examined whether ethnically diverse patients affected by stigmatized health conditions would be differentially perceived and cared for by prospective medical doctors. In a within-subjects, experimental design, preclinical medical students read, and evaluated clinical vignettes describing patients, who were presented as either White Italian or Middle Eastern migrants and were affected by visible and concealable stigmatized chronic conditions. Emotional reactions, attributions about disease-onset, caretaking attitudes, and meta-beliefs about patient disclosure behavior were assessed. Results showed that when reading of patients affected by visible compared to concealable stigmatized conditions medical students experienced stigma-related emotions (e.g., disgust, pity, fear) and attributed patients a higher tendency to be embarrassed, to hide, and to avoid disclosure for fear of others' negative reactions. However, Middle Eastern migrants when affected by conditions with visible and behavioral manifestations were attributed a lesser tendency to feel embarrassed, to hide, and to avoid illness disclosure for fear of others' negative reactions compared to White Italian patients with the same conditions. These findings indicate that at the intersection of ethnic prejudice and health-related stigma, multiply stigmatized patients may become invisible and not fully considered in the eyes of medical students. Present results underscore the need to enhance diversity representation in higher medical education for a more inclusive healthcare curriculum and practice.

Interpretation as a Technique to Foster Inclusive Classrooms at Higher Learning Institutions in Zambia: A Case Study of Kitwe College of Education

This study aims to explore the implementation of interpretation techniques designed to promote inclusivity in educational settings, particularly those characterized by linguistic diversity and limited resources. The focus is on understanding how various techniques, such as sign language interpretation, simplified language, peer assistance, visual aids, and bilingual instruction, contribute to enhancing the learning experiences of students with disabilities and language barriers. A phenomenological approach was used to gather in-depth insights into participants' experiences. The study involved a sample of 15 participants, including three teacher educators, two interpreters, and ten students. The data was collected through multiple methods, including focus group discussions (FGDs), lesson observations, and individual interviews. These techniques allowed for the exploration of participants' perspectives on the effectiveness of inclusive strategies and the challenges faced in their implementation. Thematic analysis was applied to identify common patterns and challenges, particularly focusing on systemic issues such as resource limitations, the availability of trained interpreters, and cultural attitudes. The analysis further examined how these barriers impacted the success of interpretation techniques in fostering an inclusive learning environment. Additionally, the role of time constraints and linguistic diversity was explored as factors complicating the consistency and accessibility of inclusive practices. The findings highlight the significant impact of inclusive strategies on the learning experiences of students, yet they also point to substantial challenges that hinder the full potential of these practices. The study calls for increased investment in resources, professional development, and the creation of standardized policies to address these barriers. Practical implications suggest that educational institutions must adopt comprehensive and consistent strategies to ensure inclusivity for all students.

DATA-DRIVEN OPTIMIZATION IN PHARMACY OPERATIONS: A PRESCRIPTION FOR ENHANCED PATIENT CARE

The convergence of patient care and business efficiency in community pharmacies through a Comprehensive Datafication Approach marks a transformative journey toward enhanced healthcare services and operational effectiveness. The aim of this study was to examine diverse perspectives on datafication, AI, and emerging technologies in healthcare, with a particular focus on optimizing community pharmacy operations. The implementation of a Comprehensive Datafication Approach in community pharmacies significantly impacts overall operational efficiency and patient care outcomes. The strict criterion mandates studies to report outcomes related to patient care, business efficiency, or operational metrics, ensuring selected literature aligns cohesively with research objectives, providing a robust basis for exploring dimensions associated with optimizing community pharmacy operations through datafication. Drawing from multiple studies, our exploration encompasses the challenges and potentials inherent in the integration of digital technologies. As we delve into the optimization of community pharmacy operations through AI, these diverse perspectives contribute to a nuanced understanding of the challenges and opportunities in data-driven healthcare transformation. The integration of AI necessitates ethical considerations, inclusive practices, and a balance between optimization goals and individual rights, ensuring a holistic approach to healthcare datafication. Peer Review History: Received 2 October 2024; Reviewed 17 November; Accepted 24 December; Available online 15 January 2025 Academic Editor: Dr. Emmanuel O. Olorunsola, Department of Pharmaceutics & Pharmaceutical Technology, University of Uyo, Nigeria, olorunsolaeo@yahoo.com Average Peer review marks at initial stage: 6.5/10 Average Peer review marks at publication stage: 7.0/10

Teachers’ Motivation, Self-Efficacy, and Competence in Teaching in an Inclusive Classroom

This study explores the profile, motivation, self-efficacy, and competence of teachers in inclusive classrooms, with a focus on how these factors vary across age, sex, educational attainment, length of service, and position. Using descriptive statistics, the study analyzed levels of motivation, self-efficacy, and competence among teachers. Analysis of Variance (ANOVA) revealed significant variations influenced by professional positions rather than demographic factors like age, sex, or length of service. Correlation analysis showed strong positive relationships between motivation, self-efficacy, and competence, underscoring the interrelated nature of these factors in fostering effective inclusive teaching practices. The findings emphasize the need for tailored professional development and support strategies, particularly for teachers in lower positions, to enhance their confidence and effectiveness in inclusive settings. Additionally, the study highlights the role of school culture and leadership in supporting teachers’ professional growth and commitment to inclusive education. Keywords: Inclusive education, teacher motivation, self-efficacy, teacher competence, professional development, educational attainment, school culture, leadership, teacher position, demographic analysis

Socio-Environmental Accessibility in Inclusive Schools in Buea Municipality by Students with Special Needs

Aim: The study sought to investigate socio-environmental accessibility in inclusive schools in Buea Municipality, Cameroon, emphasizing students with special needs. To accomplish this, the percentage of inclusive schools that fulfill accessibility requirements for students with physical, sensory, and cognitive disabilities, the accessibility and use of assistive technology and learning resources tailored to diverse students' needs, and the degree of preparation and assurance of educators in applying inclusive teaching methods were investigated. Methods: Four major theories were employed to support the research. This study was conducted in four distinct inclusive schools in the Buea Municipality. A random sampling procedure was utilized to recruit a sample of 80 students with various types of disabilities, 20 from each school. A mixed-methods research design was used, combining quantitative and qualitative data. Data was collected through a questionnaire and interview guides and expressed using percentages and frequencies. Results: The study found that most respondents recognized that inclusive schools in the Buea Municipality of Cameroon meet accessibility requirements for students with disabilities. Many interviewees stated that inclusive schools in Buea Municipality have suitable assistive technology and learning tools. Also, respondents agreed that inclusive schools in Buea Municipality lacked suitable assistive technology and learning tools. Respondents agreed that educators' preparation and assurance using inclusive teaching approaches were appropriate. Other respondents believed that educators' preparation and confidence in utilizing inclusive teaching approaches were inadequate. Conclusion: Well-structured professional development activities greatly improve instructors’ readiness to apply inclusive practices, improving student engagement and learning results. Recommendation: Immediate legislative changes and investments in school infrastructure is needed to ensure that all students can thrive in an inclusive learning environment. Keywords: Accessibility, socio-environmental accessibility, assistive devices, inclusive schools, special needs

A framework for critically analyzing multimodal texts for English Language Learners through intermodal complementarity

PurposeThis work examines the role of critical framing in using multimodal texts to engage English Language Learners (ELLs) in reading comprehension activities in the new language. A framework is presented to systematically elicit student perspectives on contemporary domestic and global issues, capitalizing on the affordances of using intermodal complementarity and criticality to enhance ELLs’ representation and autonomy in the classroom.Design/methodology/approachThis framework emphasizes planning and preparation through an understanding of students’ backgrounds and linguistic repertoires, language scaffolding and cultural connections to multimodal texts during instruction and opening spaces for ELLs to critique multimodal texts to be aware of forces that produce and reproduce social inequities within these texts.FindingsWe provide instructional strategies to support critical discussion for new language development and a means for qualitative researchers to observe and discuss this dynamic process.Research limitations/implicationsThe research implications of this study highlight the importance of multimodal literacies in enhancing ELLs' engagement and critical thinking. The proposed framework can aid researchers in observing classroom practices, focusing on complementarity to develop a common metalanguage for analyzing texts. This approach empowers ELLs to articulate and critique multimodal texts, moving beyond traditional language instruction to foster authentic, culturally responsive language competence. It suggests that critical media literacy can bridge gaps between dominant and marginalized discourses, promoting social justice and empowering ELLs to participate in student-centered learning.Practical implicationsThe practical implications of this study highlight the integration of multimodal texts in teaching ELLs to enhance their engagement and comprehension. By using a framework that emphasizes planning and preparation, educators can tailor instruction to students' linguistic backgrounds and cultural experiences. This approach encourages critical analysis of multimodal texts, fostering student autonomy and allowing them to critique social inequities. The framework also provides instructional scaffolds, enabling ELLs to develop language proficiency and critical thinking skills, ultimately making literacy practices more authentic and culturally responsive.Social implicationsThe social implications of this study emphasize the need for inclusive literacy practices that empower ELLs by recognizing and valuing their cultural and experiential diversity. By critically analyzing multimodal texts, ELLs can engage with content that challenges traditional power dynamics and promotes social justice. This approach allows students to interrogate and reimagine texts, fostering a deeper understanding of social structures and encouraging equitable discourse. The framework supports bridging the gap between dominant and marginalized discourses, enabling ELLs to connect their learning with local and global communities.Originality/valueWhile qualitative researchers have explored the benefits of these elements, a framework that connects and reflects these complex pedagogical decisions of educators and researchers in the classroom is needed.

Advancing Robotics-Enabled STEM Education in K-12: Frameworks for Comprehensive Learning Outcomes Assessment and Inclusivity

This systematic literature review examines the integration of robotics in K-12 STEM education, focusing on assessment frameworks and inclusive teaching practices. Through analysis of empirical studies from 2006 to 2021, we identify key themes in educational robotics implementation, including technical skill development, cognitive growth, and social-emotional learning. The review synthesizes findings from 15 selected papers, highlighting the effectiveness of constructivist and constructionist approaches in robotics education. Particular attention is given to assessment methodologies that promote inclusive learning environments and support diverse student populations. The findings reveal that successful robotics integration requires comprehensive assessment frameworks that balance technical competency with broader educational outcomes. We present structured frameworks for evaluating student engagement, learning outcomes, and program effectiveness, while emphasizing the importance of adaptable teaching strategies that accommodate different learning styles and abilities. This review contributes to the growing body of knowledge on educational robotics by providing evidence-based recommendations for implementing inclusive, assessment-driven robotics programs in K-12 education. Keywords Educational robotics, Assessment frameworks, Systematic review, K-12 STEM education, Inclusive education, Learning outcomes, Constructivist learning, Student engagement, Robotics integration, Educational technology

Faculty perceptions of a professional development program for developing CUREs and promoting inclusive and equitable teaching.

The Diffusion of Innovations (DOI) model can be used to explore how faculty prioritize learning about and adopting new pedagogical approaches. Here, we use the DOI framework to contextualize biology faculty perceptions of a professional development (PD) program designed to help them create a full semester course-based undergraduate research experience (CURE) class at a large, public comprehensive university. PD sessions included exploring self-reflexive identity while fostering inclusive classroom spaces through understanding and interrupting implicit bias and microaggressions. This qualitative study sought to determine 11 biology faculty members' beliefs about the influence of their year-long PD on their CURE development and teaching practices. Findings suggest that faculty were motivated to teach CUREs for a variety of reasons. A common incentive was integrating research into a CURE to bring their passion into their classroom and to engage more students in research. This may be particularly important at institutions where faculty have a heavy teaching load. Faculty also reported modifying their teaching in their CUREs and other courses to be more inclusive and equitable. The importance of peer interactions in the PD was emphasized repeatedly as faculty learned from experts, the literature, and faculty who had already developed a CURE. Our results illustrate that a community of practice structure can enhance the learning aspect of the community, helping faculty consider their implementation of inclusive, equitable, and high-impact practices as an ongoing educational process for themselves and emphasizing the importance of reflection and iteration in a DOI framework.

Exploring weight bias, fatphobia, and diversity training among collegiate athletic coaches

Many fields have called for a shift from a weight-normative to a weight-inclusive approach. However, there is still a paucity of research investigating such a shift within college athletic coaching. This quantitative study investigated weight bias, fatphobia, and diversity training among collegiate athletic coaches (n = 68). A cross-sectional survey design using random convenience sampling was used and findings revealed the prevalence of weight bias and fatphobia among coaches, with many endorsing harmful weight normative beliefs that can exacerbate negative mental health outcomes, such as disordered eating, among student athletes. The results also indicated a significant lack of diversity training related to size and body composition, highlighting a crucial gap in coaches’ preparation to foster a weight-inclusive environment that supports athletes’ mental and physical well-being. This research is a call for athletic departments to adopt weight-inclusive coaching practices, ensuring that athletes of all sizes can thrive in a supportive environment. Recommendations and resources for inclusive coaching practices are also provided.

Universal Design for Learning. A systematic review of its role in Teacher Education.

Universal Design for Learning (UDL) is a developing educational approach that aims to improve learning for all students without having to make significant modifications to the curriculum. This concept has been progressively incorporated into pedagogical debates and education regulations. Along this line, some publications have illustrated the efficacy of UDL in terms of access, participation, and commitment to learning processes, especially in the case of students with disabilities. This paper provides a systematic review of relevant academic literature that enhances our understanding of how UDL was integrated into teacher education processes by identifying three different forms of conceptualizing UDL. For this purpose, 88 articles were included that addressed the incorporation of Universal Design for Learning into initial and in-service teacher education processes. The results point to a dominant approach grounded on a problematic association of UDL with students with disabilities or learning difficulties. This narrow view restricts how teachers apply inclusive practices in classrooms, calling for a broader and more comprehensive interpretation of UDL. The study contributes to fostering discussions about Universal Design for Learning (UDL) as a whole, including the dominant perspective projected in how it is understood and applied in teacher education and classrooms. It envisions new, more inclusive scenarios for the development of educational approaches that support all learners, fostering a truly inclusive learning environment.

Sustainability, social inclusion, and governance: analyzing ESG practices at an urban public university in São Paulo, Brazil

The growing global emphasis on environmental, social and governance (ESG) principles has driven higher education institutions to adopt more sustainable and socially inclusive practices. However, a lack of metrics and regular reporting often limits the ability to assess the true impact of these initiatives. This study critically examined ESG practices at a public urban university in São Paulo, focusing on the Department of Agricultural Sciences (DAS). Using a case study approach, the research employed a systematic literature review, document analysis and on-site observations to assess how ESG principles are implemented. Correspondence Factor Analysis (CFA) and Discursive Textual Analysis (DTA) were used to identify patterns and insights. The findings highlight the University's commitment to sustainability and social inclusion, particularly through initiatives such as the Accessibility Assurance Plan (PGA) and environmental conservation efforts. However, the study also identified the need for structured evaluation metrics and more transparent reporting to better monitor the impact of these initiatives. The research concludes by suggesting that future studies should explore how ESG practices influence students' perceptions of educational quality and examine the financial costs and benefits of these initiatives to guide more strategic implementation in higher education institutions. Keywords: environment, equity, policies, social inclusion.

Reimagining citizen science as inclusive praxis

The Banbury My Life My Choice Self-Advocacy Group, Jessica Carr and three supervisors worked together to research how people with learning disabilities do citizen science. As a research group, we made our own citizen science project exploring an issue of relevance and interest to us. Using creative research methods, we learnt about research skills together and found out what research we would like to do. We then used these skills to make our own citizen science project, and we worked together to create a project of relevance to our community. This article looks at how we worked together to do our research, explores some of the challenges we faced and shows how we solved them. Our aim is to share what we have learnt to provide researchers with examples of how to work with and support people with learning disabilities to do citizen science.

How Do Early Childhood Leaders Perceive Inclusion of Young Children with Disabilities in General Education Classrooms?

Leaders of early childhood programs play a critical role in fostering inclusion and ensuring teachers effectively implement inclusive practices to provide meaningful and enriching learning experiences for all children. However, limited research exists on perspectives about inclusion. This study examined the perceptions of early childhood leaders about the inclusion of young children with disabilities. A total of 168 leaders (directors and assistant directors) participated in the study. Findings revealed moderately favorable perceptions of inclusion. Gender, age, administrative role, and community type were found to predict leaders' perceptions, while professional and personal experience did not show significant associations. These results highlight the need for further research and have implications for inclusive practices in early childhood settings.

Negotiated care practices: The experiences of young people who question their gender, their parents and the healthcare professionals who support them.

Care, while having no clear boundaries, facilitates a nurturing that requires a disposition to act in another's interests. Care, however, is never disinterested and dividing practices vie with transformative potential, to define what is regarded as appropriate support. Current healthcare for young people who question their gender identity reflect this tension, particularly in the UK, where ideological inscriptions can subvert caring intent. In exploring this, our paper presents testimonial experiences from young people referred to the Gender Identity Development Service (GIDS) in England, their parents and clinicians responsible for their care. We consider how care is negotiated and (re)produced, by exploring how young people and their parents respond to gender questioning and seek resolution through their relationships with formal care providers. Using the work of Annemarie Mol, we provide an understanding of the creative calibration of elements that make up a situation, until they somehow fit and work, to define a caring environment characterised by complex, ambivalent and shifting tensions. Our conclusion assesses the possibilities for more inclusive caring practices, in which diversity of experience is acknowledged, along with the different ways that gender identity finds expression.

Inclusive assessment in health professions education: Balancing global goals and local contexts.

In this article, we draw upon diverse and contextually different experiences of working on inclusive assessment, with the aim of bridging and enhancing practices of inclusive assessments for health professions education (HPE) within universities. Instead of juxtaposing our views from three countries, we combine our perspectives to advocate for inclusive assessment. Creating an inclusive assessment culture is important for equitable education, even if priorities for inclusion might differ between contexts. We recognise challenges in the enactment of inclusive assessment, namely, the notion of lowering standards, harming reliability and robustness of assessment design and inclusion as a poorly defined and catchall term. Importantly, the lack of awareness that inclusion means recognising intersectionality is a barrier for well-designed inclusive assessments. This is why we offer considerations for HPE practitioners that can guide towards a unified direction of travel for inclusive assessments. This article highlights the importance of contextual prioritisation and initiatives to be considered at the global level to national, institutional, programme and the individual level. Utilising experience and literature from undergraduate, higher education contexts, we offer considerations with applicability across the assessment continuum. In this state of science paper, we were set the challenge of providing cross-cultural viewpoints on inclusive assessment. In this discursive article, we focus on inclusive assessment within undergraduate health professions education whilst looking to the wider higher education literature, since institutional policies and procedures frequently drive assessment decisions and influence the environment in which they occur. We explore our experiences of working in inclusive assessment, with the aim of bridging and enhancing practices of inclusive assessments for HPE. Unlike other articles that juxtapose views, we all come from the perspective of supporting inclusive assessment. We begin with a discussion on what inclusive assessment is and then describe our contexts as a basis for understanding differences and broadening conversations. We work in the United Kingdom, Australia and Malaysia, having undertaken research, facilitated workshops and seminars on inclusive assessment nationally and internationally. We recognise our perspectives will differ as a consequence of our global context, institutional culture, individual characteristics and educational experiences. (Note that individual characteristics are also known as protected characteristics in some countries). Then, we outline challenges and opportunities associated with inclusive assessment, drawing on evidence within our contexts, acknowledging that our understanding of inclusive assessment research is limited to publications in English and currently tilted to publications from the Global North. In the final section, we then offer recommendations for championing inclusion, focussing firstly on assessment designs, and then broader considerations to organise collective action. Our article is unapologetically practical; the deliberate divergence from a theoretical piece is with the intent that anyone who reads this paper might enact even one small change progressing towards more inclusive assessment practices within their context.

Transgender Healthcare: A Historical Narrative of Gender-Affirming Plastic Surgery.

This historical narrative presents a comprehensive historical journey delving into the diverse facets of gender identity and expression across ancient cultures. It explores these civilizations' perspectives on gender diversity, highlighting instances that challenged conventional gender norms. Transitioning to the modern era, the narrative examines the dynamic landscape of LGBTQ+ and trans movements, spotlighting influential figures whose advocacy has significantly influenced societal perceptions and advanced the rights of gender diverse individuals. Their contributions continue to shape contemporary affirming care practices. Exploring the emergence of gender-affirming surgery, the narrative highlights pioneering surgeons and original techniques employed in these transformative procedures. It shows the courage and innovation of early surgeons who laid the groundwork for contemporary practices. At the core of this historical narrative lies the pivotal role of plastic surgeons in gender-affirming care. It emphasizes the significance of a collaborative multidisciplinary approach among medical professionals to ensure comprehensive and patient-centered care for transgender individuals seeking affirming interventions. However, intertwined with this narrative are legislative barriers that have hindered progress in gender-affirming care. The narrative navigates these obstacles, highlighting their complexities and emphasizing the urgent need for sustained medical advocacy and legislative reforms to foster an inclusive healthcare landscape. Ultimately, this narrative stands as a testament to the ongoing struggle and resilience within the realm of gender-affirming care, shedding light on its profound impact on individuals' lives, emphasizing the ongoing need for compassionate, comprehensive, and inclusive healthcare practices.