ABSTRACT Within UK higher education, the commitment to Equity, Diversity and Inclusion (EDI) is central to creating supportive and equitable environments that enhance student well‐being. A critical yet challenging aspect of EDI is genuine cultural inclusion, which requires moving beyond mere representation to address issues of power and equity. This study investigates the potential of cultural humility, a reflective, process‐oriented practice that challenges static cultural competence, to serve as a transformative framework for social inclusion. Employing an arts‐based participatory methodology, the research facilitates creative workshops with undergraduate students to examine contemporary understandings of cultural humility. The project has two primary objectives: first, to shift away from top‐down, metric‐driven assessments of inclusion by amplifying student voices through multimodal expression; and second, to co‐construct knowledge and reimagine social realities through collaborative artistic inquiry. This study argues that integrating cultural humility with creative pedagogy can foster more authentic, reflexive inclusion.
Zhu et al. (2026) studied this question.