Towards inclusive higher education: teachers’ perspectives, practices and needs

Background Although initiatives aimed at fostering inclusion in higher education (HE) are increasing, progress is slow. Many teachers feel unprepared, and opportunities to develop inclusive practices are scarce. This is the case even in institutions adopting student-centred educational approaches, which are arguably well suited to fostering inclusive learning environments.Purpose Insights into HE teachers’ perspectives, practices and teacher professional development (TPD) needs relating to inclusive education are limited. This study sought to address this gap by addressing the following research objectives: 1) to gain a better understanding of HE teachers’ perceptions of inclusive education and their inclusive teaching practices; and 2) to explore their TPD needs related to inclusive education.Method This qualitative descriptive study was based on interviews with 18 experienced teachers from one Dutch university which adopted a student-centred approach to teaching. Interview data were analysed thematically.Findings The teachers valued diversity and inclusion in HE. They believed their role in establishing an inclusive learning environment was important, but noted the need for joint responsibility between teachers and students and boundaries in terms of what could be expected of teachers. They encouraged students to learn from each other, providing several examples of how they fostered safe learning spaces. In relation to TPD, they particularly valued opportunities for peer support and reflection. They would have appreciated an expert point of contact within the university and the integration of inclusion-related issues into existing TPD initiatives.Conclusion The study contributes to the existing literature on inclusive HE by exploring teachers’ perceptions, practices and TPD needs within the context of student-centred education. The findings related to the value of integrated, rather than stand-alone, TPD workshops have important practical implications, as stand-alone sessions are currently the most typical form of support provided in HEIs.