Equity, Diversity, Inclusion, Well-Being, and Belonging in Education Across the Disciplines—2nd Edition

Dear Colleagues,

Inclusive education aims to create equity in educational settings for all students and educators, regardless of the challenges they may experience. In inclusive education, pedagogy, resources, and curricula are accessible to all learners, instruction is innovative and differentiated, teachers ensure that the diverse community of learners feels welcome and valued, and the individual learners receive vital support to develop their inborn and new talents and successfully achieve their goals.

This Special Issue is an opportunity to discuss key issues and current trends in promoting inclusive education at all levels of education, regardless of discipline or type of institute.

Building on the growing amount of international attention being paid to equity, diversity, inclusion, well-being, and belonging, this second Special Issue places particular emphasis on how these constructs are enacted, experienced, and sustained across diverse educational contexts and disciplines. Rather than treating inclusion as a fixed policy goal, this Issue foregrounds lived experiences, institutional practices, and relational processes that shape participation, voice, and wellbeing in everyday educational settings.

This Issue hopes to bring together a diverse audience comprising academics, teacher educators, teacher-researchers, researchers, policymakers, and materials developers who are interested in promoting and utilizing theory, research, and practice to make education more equitable, attractive, practical, inclusive, and innovative.

Across education systems worldwide, increasing social, linguistic, cultural, economic, and ability-related diversity has intensified both opportunities and tensions within classrooms and institutions. Addressing equity and belonging therefore requires interdisciplinary dialogue that connects educational research with insights from psychology, health, sociology, and related fields. This Special Issue responds to this need by inviting research that illuminates how inclusive values are negotiated in practice, and how educational environments can better support human flourishing for both learners and educators.

The overarching aim of this Issue is to advance theoretically grounded and practice-oriented understandings of equity, diversity, inclusion, well-being, and belonging as interconnected dimensions of educational experience.

The aims of this Special Issue are as follows:

• To offer a deeper understanding of diversity and inclusivity in education and the benefits and challenges they bring to the teaching-learning process.
• To create a forum for sharing current and innovative practices that promote diversity and inclusivity in education.
• To reflect on current courses of study and the extent to which they integrate the constructs of diversity and inclusivity into their curricula and suggest improvements if need be.
• To promote interdisciplinary research of particular relevance to diversity and inclusivity in education and, more specifically, to enable teacher-researchers to present their empirical findings about specific pedagogical questions they have investigated and academic researchers to not only showcase their findings but also enter into a dialogue about the implications of their studies for classroom practice.
• To enable researchers and research scholars to exchange their experiences, discuss challenges, and promote new approaches to researching diversity and inclusivity in education.

You are invited to submit original empirical studies (qualitative, quantitative, and mixed-method), conceptual papers, and systematic reviews that examine equity, diversity, inclusion, well-being, and belonging in education across disciplines and educational levels.

Contributions may focus on micro-, meso-, or macro-level perspectives and address educational practice, policy, or lived experience.

Your article may include, but need not be limited to, the following topics:

• The teaching, learning, or voices of students from marginalized/minoritized groups;
• The teaching, learning, or voices of students with special educational needs;
• Students' or teachers' unique experiences, voices, strategies, and behaviors;
• Teacher experiences and reflections on enhanced support for student learning;
• Current educational policies that promote diversity, inclusivity, equity, well-being, and belonging;
• Inclusive curricula, pedagogy, and assessment;
• Assistive technologies, accessible resources, and diverse instructional materials in ways that have not previously been commonly addressed;
• Critical pedagogy as connected to diversity and inclusivity;
• Parental/family engagement with schools to promote inclusion;
• Identity, gender, and equality;
• Equity in the classroom and equitable pedagogy;
• Respect for diversity and a sense of belonging in educational settings;
• Student/teacher well-being and belonging;
• Teacher beliefs, attitudes, and practices concerning diversity and inclusivity;
• Teacher education and continuing professional development with diversity and inclusivity in mind.

By foregrounding inclusive practice, human experience, and interdisciplinary insight, this Special Issue aims to contribute to the development of more just, responsive, and caring educational environments across contexts.

Dr. Dat Bao
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 single-anonymized peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. European Journal of Investigation in Health, Psychology and Education 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 1600 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.