Inclusive higher education requires sustained commitment, reform, and collaboration to move beyond symbolism toward embedded institutional values.
Author
Finita Glory Roy, Professor, Jindal Institute of Behavioral Sciences, O.P. Jindal Global University, Sonipat, Haryana, India
Summary
Inclusive education in higher education is a evolving process that demands sustained institutional commitment, continuous reform, and active stakeholder collaboration. This qualitative case study investigates how inclusive practices are understood, implemented, and experienced by university administrators, faculty, and students in institutions recognized for their diversity, equity, and inclusion efforts. Findings highlight challenges such as limited resources, resistance to change, rigid curricula, and gaps in support services. The study identifies thematic patterns including inconsistencies in inclusivity, the need for participatory governance, and the value of student belonging. It emphasizes that inclusivity must move beyond symbolic gestures to become an embedded institutional value. Accountability tools, intersectional approaches, and collaborative frameworks are essential for meaningful change. The study concludes that inclusive education should be central to a university’s mission, fostering academic excellence and preparing students to thrive in a diverse, global society.
Published in: Building Collaborative Learning Communities to Drive Student Success
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