Cross-faculty perspectives of teachers on inclusive higher education: a university-wide study in the Netherlands

Increasing attention has been paid to inclusion and diversity in Higher Education (HE). HE that engages students in meaningful, relevant and accessible learning experiences, recognising differences such as gender, culture, socioeconomic status, physical abilities, and academic preparedness as sources of enrichment. Despite the growing focus, there is limited understanding of how HE teachers perceive inclusive HE, the needed capabilities in fostering it, and the challenges they face in practice. This paper presents an exploratory study conducted across a Dutch university, employing group interviews and a survey. Findings reveal that HE teachers largely define inclusive HE as accepting and addressing diversity and ensuring equal opportunities for all students. However, there appears to be less emphasis on collaboration, inclusive curriculum development, and adapting teaching strategies. Additionally, the study highlights a lack of dialogue and a shared vocabulary among HE teachers regarding inclusive HE, underscoring the need for greater institutional support and professional development in this area.