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Breaking Barriers—Equity, Inclusion and Global Readiness in Higher Education

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A Special Issue of Education Sciences (ISSN 2227-7102) belonging to the section "Higher Education".

Deadline for manuscript submissions: closed (30 June 2026) | Viewed by 7536

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Editors

Prof. Dr. Lydiah Nganga

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Guest Editor

School of Teacher Education, College of Education, University of Wyoming, Laramie, WY 82071, USA
Interests: teacher education; education policies and practices in diverse settings; global education; cross-cultural investigations that address diverse educational settings; social justice, anti-bias, multicultural education
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. John Kambutu

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Guest Editor

School of Teacher Education, College of Education, University of Wyoming, Laramie, WY 82071, USA
Interests: rural education; transformative learning; education policies and practices; cultural diversity; globalization and internationalization
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Call for Papers: Special Themed Issue on Breaking Barriers—Equity, Inclusion and Global Readiness in Higher Education

As global interdependence increases, higher education institutions face a critical challenge: preparing graduates to succeed in an interconnected, multicultural, and rapidly changing world (Ul Hassan, Murtaza, & Rashid, 2025). Traditional approaches that prioritize rote content delivery are no longer sufficient. Today’s graduates need intercultural competence, global awareness, critical thinking, and the ability to navigate complexity (Aoun, 2017; Moses, 2014). This Special Issue invites scholars, practitioners, and institutional leaders to contribute research, theory, and case-based insights that address how higher education can break institutional barriers and promote equity, inclusion, and global readiness.

Strategic leadership is central to this work. As Gleason (2020) notes, higher education must transform not only its curricula but also its institutional structures and cultures to support meaningful inclusion. This transformation requires inclusive hiring practices (Fradella, 2018), culturally responsive pedagogy (Kambutu & Nganga, 2008), and intentional engagement with both domestic and international forms of diversity (Fradella, 2018; Gleason, 2020). Moreover, as Nganga, Kambutu, and Russell (2013) emphasize, the global context presents opportunities for cross-cultural learning but also challenges that must be addressed through equity-minded policies and faculty development.

We especially welcome submissions exploring the following:

Curricular innovations and pedagogies that develop global competence, including opportunities for advancing inclusive, participatory, and decolonized approaches to diversity and global perspectives.
Inclusive leadership practices and strategic policy reforms.
Intersections between global and domestic diversity efforts.
Globalization, national identity, and institutional responses to sociopolitical tensions.
Case studies of faculty and student development in cross-cultural or international contexts.

We inviteoriginal research articles, empirical studies, and case studies; qualitative methodologies and mixed methods approaches are especially welcome.

Manuscript Submission Deadline: March 30th, 2026

References

Aoun, J. E. (2017). Robot-proof: Higher education in the age of artificial intelligence. MIT Press.

Fradella, H. F. (2018). Supporting strategies for equity, diversity, and inclusion in higher education faculty hiring. In Diversity and inclusion in higher education and societal contexts: International and interdisciplinary approaches (pp. 119–151).

Gleason, N. W. (2020). Conclusion: Strategic leadership for diversity and inclusion in higher education. In Diversity and inclusion in global higher education (pp. 285–304).

Kambutu, J., & Nganga, L. W. (2008). In these uncertain times: Educators build cultural awareness through planned international experiences. Teaching and Teacher Education, 24(4), 939–951.

Moses, Y. T. (2014). Diversity, excellence, and inclusion: Leadership for change in the twenty-first century United States. In Diversity and Inclusion in Higher Education (pp. 68–101). Routledge.

Nganga, L., & Kambutu, J. (Eds.). (2015). Social justice education, globalization, and teacher education. IAP.

Nganga, L., Kambutu, J., & Russell III, W. B. (2013). Exploring globalization opportunities and challenges in social studies: Effective instructional strategies. Peter Lang Publishing.

Ul Hassan, M., Murtaza, A., & Rashid, K. (2025). Redefining higher education institutions (HEIs) in the era of globalisation and global crises: A proposal for future sustainability. European Journal of Education, 60(1), e12822

We are looking forward to your contributions.

Prof. Dr. Lydiah Nganga
Prof. Dr. John Kambutu
Guest Editors

Manuscript Submission Information

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Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-anonymized peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

equity in higher education
inclusive leadership
global citizenship education
intercultural competence
decolonizing curriculum
strategic policy reform
diversity in academia
globalized pedagogy

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Published Papers (7 papers)

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Research

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16 pages, 261 KB

Open AccessArticle

International Students’ Perception of the Linguistic Landscape at a Hungarian University

by Anikó Makkos and Andrea Csapó-Horváth

Educ. Sci. 2026, 16(9), 1560; https://doi.org/10.3390/educsci16091560 - 20 Sep 2026

Abstract

Internationalisation is an ongoing process in higher education institutions worldwide. Széchenyi István University (Hungary) has also made it a priority to increase the number of international students, a move that draws attention to language issues. Building on previous research on the linguistic landscape of the university, this study evaluates the results of a questionnaire survey of international students’ perceptions of the language environment, conducted during the 2023–24 and 2025–26 academic years. The most significant finding of the cross-sectional comparative survey is the change in international students’ perceptions over the years and the steps the institution still needs to take to meet the information needs of its international students. Our findings suggest that students’ attitudes towards the linguistic landscape are shaped primarily by their practical experiences of language accessibility rather than by their existing Hungarian-language competency or the number of foreign languages they speak. The results can inform the conscious (re)design of the linguistic landscape at the university in question and help other universities plan their language policies. Full article

(This article belongs to the Special Issue Breaking Barriers—Equity, Inclusion and Global Readiness in Higher Education)

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14 pages, 282 KB

Open AccessArticle

Cultural Diversity in the Chilean University Context: A Cross-Sectional Study of the Beliefs of Pre-Service Teachers and Teacher Educators

by Valeria Sumonte Rojas, César Faúndez-Casanova and Lidia Andrea Fuentealba

Educ. Sci. 2026, 16(6), 952; https://doi.org/10.3390/educsci16060952 - 16 Jun 2026

Viewed by 349

Abstract

The objective of this study is to explore the beliefs of teacher educators (TE) and pre-service teachers (PST) regarding cultural diversity and its relationship with teaching-learning practices, to contribute to strengthening Initial Teacher Education (ITE) with an intercultural approach. A quantitative observational, descriptive, and cross-sectional pilot study was conducted using a survey administered to 230 PST and TE from 18 Chilean universities. The results showed that TE exhibited higher levels of negative beliefs (d = 1.00; p < 0.001) and less favorable educational practices to cultural diversity (p = 0.012). Although no statistically significant differences were observed in favorable educational practices, a trend toward higher scores was identified among PST. Regression models indicated that the teaching role was significantly associated with negative beliefs, whereas the other variables showed no significant associations. Overall, the findings suggest a dissociation between stated and structural beliefs regarding cultural diversity, which may influence the implementation of intercultural pedagogical practices in teacher education. They underscore the need to strengthen intercultural training—particularly among TE—through critical reflection to align beliefs and pedagogical practices, and to advance future research on the evolution of these beliefs and their impact on teaching practice. Full article

(This article belongs to the Special Issue Breaking Barriers—Equity, Inclusion and Global Readiness in Higher Education)

24 pages, 503 KB

Open AccessArticle

Breaking Barriers Through Reflective Praxis: Culturally Responsive Pedagogy and Equity-Minded Teacher Development in Higher Education

by Lydiah Nganga

Educ. Sci. 2026, 16(6), 944; https://doi.org/10.3390/educsci16060944 - 15 Jun 2026

Viewed by 611

Abstract

This qualitative study examines how culturally responsive pedagogy (CRP) and transformative learning are fostered in higher education when structured reflection, dialogic engagement, and feedback are intentionally embedded in teacher education coursework. Drawing on data from two university courses—one undergraduate course for preservice teachers and one graduate course for in-service educators (n = 44)—the study explores how equity-focused instructional design supports development toward inclusive, globally informed practice. Data sources included student reflective writing, an anonymous pre- and post-semester survey aligned with InTASC dispositions, instructor reflexive journals, peer observation reports, and course feedback artifacts. Of the 44 enrolled participants, 39 completed the pre-survey and 19 completed the post-survey; survey results were analyzed descriptively at the group level because responses were anonymous and could not be matched across time. Analysis followed Braun and Clarke’s thematic analysis procedures, with trustworthiness strengthened through triangulation, peer debriefing, member checking with a subset of participants, and reflexive journaling. Findings revealed seven interconnected themes demonstrating how reflective writing, critical scholarship, multimedia exemplars, dialogic feedback, and iterative course design supported movement from awareness toward equity-oriented pedagogical praxis. Four overarching outcomes were especially salient: (a) expanded understandings of CRP as justice-oriented praxis; (b) increased capacity to identify and interrogate personal and systemic bias; (c) stronger connections between global and intercultural perspectives and locally grounded teaching commitments; and (d) reported pedagogical shifts toward more inclusive, equity-centered practice. Survey findings indicated a group-level shift from Agree toward Strongly Agree across equity-oriented dispositions, suggesting strengthened professional commitments while warranting cautious interpretation given unmatched responses and post-survey attrition. Comparative analysis also highlighted cohort-differentiated developmental trajectories, underscoring the importance of scaffolded, context-responsive approaches in equity-focused teacher education. Overall, the study demonstrates how intentional instructional design can position reflection as an ethical and professional stance that supports equity, inclusion, and global readiness across educator career stages. Full article

(This article belongs to the Special Issue Breaking Barriers—Equity, Inclusion and Global Readiness in Higher Education)

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25 pages, 944 KB

Open AccessArticle

Intersectional Disaggregated Data Practices and Leadership Interventions for Women in Higher Education: Evidence from Timor-Leste

by Lovelin I. Obi, Nnedinma Umeokafor, Helio Brites da Silva, Emilia Freitas Pereira and Emmanuel Daniel

Educ. Sci. 2026, 16(5), 804; https://doi.org/10.3390/educsci16050804 - 20 May 2026

Viewed by 675

Abstract

Timor-Leste, Asia’s youngest nation since its independence in 2002, has been making progress in its education sector. However, these gains have not translated into leadership representation as expected, with women remaining significantly underrepresented in senior academic and managerial roles in higher education. While existing studies highlight the potential of intersectional disaggregated data to enhance the visibility of layered inequalities and inform more targeted leadership interventions, its application in Timor-Leste remains at an early stage. This study examines respondents’ perception of barriers and enablers influencing the collection and use of intersectional disaggregated data, and their association with perceived leadership interventions aimed at advancing women in higher education leadership in Timor-Leste. A survey design was employed, with questionnaires administered to purposively selected academic and non-academic staff across selected universities in Timor-Leste. Data were analysed using descriptive and inferential techniques, including the Kruskal–Wallis test, and Spearman’s rank correlation (ρ). The findings suggest that respondents perceive key leadership interventions to include women’s leadership development programmes, mentorship, mental health support, and establishment of dedicated equality and diversity units Respondents also identified key enablers and barriers influencing the collection and use of intersectional disaggregated data, including staff training in ethical data practices, the use of mixed-method approaches, and the provision of privacy protections, alongside constraints related to data systems, capacity, and leadership support. Spearman’s analysis showed significant associations between perceived enablers and barriers influencing the collection and use of intersectional disaggregated data and perceived leadership interventions. This study contributes to the gender equity literature by providing empirical insights on perceived institutional conditions, reported barriers, enablers and perceived mechanisms through which intersectional data may inform leadership-related interventions in the context of Timor-Leste’s higher education system. Full article

(This article belongs to the Special Issue Breaking Barriers—Equity, Inclusion and Global Readiness in Higher Education)

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19 pages, 1015 KB

Open AccessArticle

Exploring the Effect of Informedness About the EU on Instrumentality-Promotion Motivation to Use English in Croatian and Serbian Higher Education

by Zrinka Fišer and Luka Pongračić

Educ. Sci. 2026, 16(5), 746; https://doi.org/10.3390/educsci16050746 - 8 May 2026

Cited by 1 | Viewed by 435

Abstract

Higher education institutions (HEIs) play a significant role in shaping young people’s perceptions, thus making European and civic education a valuable asset in promoting European Union (EU) values. Previous research suggests that socio-political and socio-economic developments in the Western Balkans may influence educational aspirations and language learning goals. In this context, English learning motivation increasingly appears to be driven by instrumentality-promotion orientations. During the 2024/2025 academic year, 141 students from Croatian and Serbian universities took part in research aimed at determining the relationship between their self-perceived knowledge of the EU and their motivation to use English to ensure better education and EU job market competitiveness. Students in both countries consider English an important asset for future education and employability. At the same time, they perceive themselves as insufficiently informed about the EU, suggesting possible disparities in access to civic and EU-related knowledge. The findings tentatively suggest that HEIs may benefit from reconsidering aspects of their civic and EDE policies, particularly in terms of ensuring equitable access to EU-related knowledge and fostering inclusive pathways toward global readiness. Full article

(This article belongs to the Special Issue Breaking Barriers—Equity, Inclusion and Global Readiness in Higher Education)

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23 pages, 450 KB

Open AccessArticle

Welcoming Differences: Cross-Cultural Communication Activities and Strategies for Enhancing Interculturality Among Students

by María Luisa Sierra-Huedo and Marina Aguareles

Educ. Sci. 2026, 16(1), 3; https://doi.org/10.3390/educsci16010003 - 19 Dec 2025

Cited by 1 | Viewed by 3357

Abstract

The growing cultural diversity of higher education calls for systematic and curriculum-embedded approaches to the development of students’ intercultural competence. This article explores strategies for fostering intercultural sensitivity and effective cross-cultural communication, drawing on Bennett’s Developmental Model of Intercultural Sensitivity (DMIS) and Deardorff’s intercultural competence framework. The study situates these frameworks within an Internationalization at Home perspective, emphasizing the role of intentional pedagogy, assessment, and attention to the hidden curriculum in supporting intercultural learning. Adopting a design-based pedagogical research approach, the study examines how intercultural competence frameworks can be operationalized through developmentally sequenced classroom interventions in higher education. The pedagogical framework and activities, including cultural artifact presentations, critical incidents, simulations, role-plays, and structured reflective practices, were developed and implemented in culturally diverse bachelor’s and master’s level courses in Spanish higher education institutions within the Erasmus+ MULTICLASS project. Classroom-based evidence collected in Spanish higher education contexts, including reflective discussions, written reflections, and observed communicative behaviors, indicates that approximately 70% of students (n = 44; N = 63) demonstrated observable progression in intercultural sensitivity, most commonly from Minimization toward Acceptance. The contribution of this article lies in linking established intercultural competence models with practical guidance for curriculum design and pedagogical sequencing within Internationalization at Home contexts. Full article

(This article belongs to the Special Issue Breaking Barriers—Equity, Inclusion and Global Readiness in Higher Education)

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15 pages, 1025 KB

Open AccessReview

Global–Local Learning Ecosystems for Societal Purpose: A Latin American Perspective

by Kelly M. Henao-Romero and Indira S. E. van der Zande

Educ. Sci. 2025, 15(12), 1693; https://doi.org/10.3390/educsci15121693 - 15 Dec 2025

Cited by 1 | Viewed by 1027

Abstract

Higher education faces an urgent demand to respond to global challenges, yet many responses remain tentative. This urgency has intensified in the early 2020s, a period marked by escalating geopolitical tensions and environmental crises. While education alone may not address the root causes, it plays a pivotal role in fostering learners’ resilience and skills that can influence meaningful change. Guided by a theoretical analysis, this article examines what characterises a learning environment that engages learners with global complexities. We review three major bodies of literature: global and intercultural learning, education for sustainability with its transformative approaches, and Latin American perspectives on social engagement. Though sharing common aims, they have largely been treated in isolation. By identifying contributions and gaps, we propose a new characterisation for equipping learners to tackle global complexities locally. We conceptualise it as an ecosystem with four interacting dimensions: societal purpose, an enabling learning environment, a network of actors, and a global–local connection. Drawing on Latin American perspectives, the framework situates societal purpose at its core and fosters ecosystems where diverse actors learn together. Ultimately, the framework is designed to guide both course-level innovation and institutional strategies for global learning. Full article

(This article belongs to the Special Issue Breaking Barriers—Equity, Inclusion and Global Readiness in Higher Education)

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