Promoting inclusive learning for students from non-traditional education backgrounds

The article addresses the challenges faced by students with non-traditional educational pathways, including mature learners, first-generation university students, and working-class or ethnic minority students. It reflects on pedagogic strategies for inclusivity to facilitate their academic achievement. Based on theoretical frameworks such as Bourdieu's cultural capital, social identity and sense of belonging, and Bandura's self-efficacy, the study explores how structural and psychological barriers, such as imposter syndrome, affect the experiences of these groups. The study demonstrates that evidence-based institutional support, adaptable learning spaces, formative assessment, and culturally sensitive teaching can foster retention, motivation, and self-efficacy. By fostering a sense of belonging and validating heterogeneous experiences, inclusive pedagogy benefits non-traditional learners and the academic community. This research proposes an integrated model for teachers and institutions who want to create equitable and inclusive higher education environments that value and respect student diversity.