INCLUSIVE PEDAGOGY
I n today’s challenging academic landscape, inclusion has become a major indicator of quality and to inclusivity exist in many business schools and universities, inequalities in access, participation and success still persist, often in subtle ways such as through excessive workloads, academic assumptions or uniform assessment methods. In this context, inclusive education does not refer to a series of ad hoc and superficial adjustments, but rather a way of designing teaching and learning based on the real diversity of students. Such an approach aims to create learning environments where everyone has equal opportunity to understand, learn, participate and progress, without having to make individual adjustments that are costly in terms of time and energy. It is as much a cultural evolution as it is a transformation of practices. institutional responsibility – and rightly so. However, although policies related Defining the scope of inclusivity In higher education, inclusion now occupies a central place in strategic positioning. The terms diversity, equity, access and kindness are frequently used. However, it is useful to define the scope that inclusivity actually covers when talking about pedagogy in this context. This scope could include the following dimensions. Access: Inclusion begins with offering everyone the opportunity to participate effectively in teaching. This requires timetables that are compatible with professional and family life, continuity measures for justified absences, sufficient connectivity and fully accessible formats. Digitalisation plays a decisive role here if done well. It can broaden access to learning through the availability of online resources, flexible formats and remote content. However, in order to be inclusive, this digitalisation must guarantee technical accessibility (ie mobile compatibility, offline reading, low data consumption); cognitive and sensory accessibility (subtitling, transcription, visual contrast, ease of navigation); and continuity of access (stable platforms, sustainable hosting, open formats). Inclusive digitisation is therefore not about digitising everything. Instead, it must be based on digital environments that can be used by everyone, regardless of their material, social or psychological circumstances.
Clarity: Learning objectives, assessment criteria and instructions must be formulated in clear and consistent language, without academic implications. A clear framework outlining course progression, specific expectations, defined vocabulary and time frames reduces disparities between students who may not be equally familiar with academic conventions. Digital tools can reinforce this clarity through centralised distribution of documents, an integrated calendar, automatic reminders and question forums. Transparency in the learning framework is one of the foundations of inclusive teaching. Participation: Students must be able to contribute in different ways, such as orally, in writing or through synchronous or asynchronous participation, as well as through individual or group work. Diversity of engagement broadens participation without lowering standards. Digital environments such as discussion spaces, collaborative repositories and multimedia support allow everyone to express themselves according to their strengths and pace. An inclusive teaching strategy organises this diversity in a coherent manner. Assessments: These must be aligned with the actual skills being targeted, allow for multiple forms of evidence of learning (eg reports, presentations or digital production) and be accompanied by useful and actionable feedback. Digitisation can facilitate the traceability and dissemination of feedback through integrated comments, audio recordings and individualised feedback. However, it must avoid automatic standardisation at all costs. Inclusive assessment combines the judicious use of digital tools with personalised feedback to support each student’s progress. Support: Inclusive teaching is based on tutoring, listening and teacher-training mechanisms. Teams must be supported in the thoughtful use of digital tools to avoid overload or fragmentation of learning. In this way, the culture of inclusion becomes a collective responsibility that is maintained through continuous training, experience-sharing – for example through peer‑learning networks and collaborative teaching circles – and recognition of the efforts made by teachers.
Ambition • ISSUE 2 • 2026 43
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