Empowering Inclusive Practice in Higher Education

Dear Colleagues,

Higher education has undergone rapid transformation in response to globalisation, technological innovation, and growing student diversity, and although access to higher education study has expanded, persistent inequities remain across dimensions such as gender, age, disability, indigeneity, migration status, socio-economic background, and digital access. These disparities not only limit participation but also shape the quality of student experiences, the inclusivity of teaching practices, and the capacity of higher education institutions to fulfil their social missions. At a time when universities are increasingly called upon to foster equity, justice, and belonging, there is an urgent need to critically examine how inclusive practices are conceptualised, enacted, and sustained across different contexts.

The aim of this Special Issue is to explore how inclusive practices in higher education can be reimagined, strengthened, and embedded in ways that respond to current complexities. We seek contributions that bring together diverse disciplinary, methodological, and cultural perspectives, highlighting both global insights and context-specific innovations. By drawing attention to theoretical advances and practical strategies alike, the Special Issue will showcase the potential of inclusive practices to transform not only teaching and learning but also institutional cultures, policy frameworks, and digital futures.

Suggested themes include, but are not limited to, the following topics:

• Inclusive teaching and learning strategies, such as Universal Design for Learning, culturally sustaining pedagogies, and intergenerational approaches.
• Digital inclusion and the implications of AI, online learning, and emerging technologies for equity in higher education.
• Policy frameworks and institutional practices that enable (or hinder) inclusive education.
• Indigenous knowledge systems, feminist pedagogies, and decolonial approaches as transformative forces within higher education.
• Student voice, activism, and the co-creation of inclusive educational spaces.
• Cross-cultural, transnational, and intersectional perspectives on inclusion.
• Inclusive approaches to curriculum and assessment design.
• The role of wellbeing, belonging, and care in fostering equitable academic communities.

Dr. Diana Amundsen
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

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-blind 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 1800 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.