Unleashing Potential: Exploring Pathways to Inclusive Higher Education

Abstract

This trio of papers provides valuable perspectives on these diverse facets of inclusive HE, in line with the ecological framework of a learning environment that is both inclusive and accessible, thereby facilitating inclusive HE. These papers can be classified into three foci: the student focus, a curriculum focus, and a policy focus. Paper 1 centers on the experiences and academic performance of first-generation students in HE. This study focuses on evaluating the efficacy of online self-assessments in mitigating the academic disparity between first-generation and second-generation students, while also facilitating self-directed learning. The present study focuses on the individual level of students and their approaches toward achieving academic integration and success. Paper 2 investigates curriculum-related factors and organisational techniques in HE. The study investigates the impact of reduced instructional periods and alternative pedagogical methods, such as block scheduling, on students' academic advancement and contentment. The present study investigates the impact of curriculum design and implementation at the institutional level on students' overall learning experiences. This literature study includes student interviews. The study integrates block-teaching with mentoring, study skills, self-study, and technology. Students from different years and disciplines discuss the block-system. Students often like the block-system, especially in the first year of any bachelor's degree because it helps them transition from secondary school to university and build study skills and discipline. The model's future use is disputed. The study suggests that the UHasselt should use creative teaching methods and technology to improve the block-teaching system since students' education is still teacher-centered. Since different students don't feel comfortable asking for help and think instructors and other students don't understand them, an open and welcoming environment should be created. This research aids educational policymakers. Paper 3 underscores the significance of the learning environment in facilitating student learning and attaining inclusive HE at an institutional level. The study underscores the obstacles encountered by underserved students and emphasises the necessity of implementing efficacious approaches to guarantee equitable opportunities and achievements for all (following the UDL principles). The primary objective is to gather the viewpoints and firsthand encounters of both students and educators in order to guide the development and execution of inclusive educational settings. The present study centres on the systemic dimension of HE policies, practices, and stakeholders implicated in the development of learning environments.