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UK University teachers on inclusive education: conceptualizations, practices, opportunities and challenges.

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Title: UK University teachers on inclusive education: conceptualizations, practices, opportunities and challenges.
Authors: Atanasova, Dimitrinka (AUTHOR), Papen, Uta (AUTHOR)
Source: Studies in Higher Education. Jan2026, Vol. 51 Issue 1, p54-65. 12p.
Subjects: Inclusive education, Diversity in education, Interpretation (Philosophy), Possibility, College teachers, Education policy, Standards, Sociology
Geographic Terms: United Kingdom
Abstract: Despite growing attention being paid to inclusive higher education in the UK and beyond, research with university teachers remains scarce. To address this gap, we interviewed 34 UK university teachers about their conceptualisations, practices, and experiences of the opportunities and challenges of inclusive education. In line with the consensus view amongst leading international organisations, interviewees conceptualised inclusive education in broad terms. They also reported having adopted many recognised good practices in inclusive education. In contrast to existing research which often problematises student diversity, respondents perceived it as an opportunity for developing inclusive teaching and assessment practices. However, they identified four key challenges to the provision of inclusive education which can inform institutional policies in the UK and beyond. The institution's endorsement of a narrow view of inclusivity focused on disability was a paramount challenge. This suggests that institutions should promote a broader understanding of inclusivity. Workload was highlighted as another significant challenge, suggesting the need to explicitly recognise university teachers' efforts to develop inclusive practices in workload allocations. The rigidity of approvals processes made the introduction of innovative assessment types slow and difficult. This highlights a need for greater flexibility in institutional approval processes. Finally, interviewees highlighted two issues related to inclusivity training – its relevance and the varying levels of participation among colleagues. These challenges could be addressed by making inclusive teaching part of professional development review processes as well as by offering discipline-specific sharing practice events. [ABSTRACT FROM AUTHOR]
Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: UK University teachers on inclusive education: conceptualizations, practices, opportunities and challenges.
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  Data: Despite growing attention being paid to inclusive higher education in the UK and beyond, research with university teachers remains scarce. To address this gap, we interviewed 34 UK university teachers about their conceptualisations, practices, and experiences of the opportunities and challenges of inclusive education. In line with the consensus view amongst leading international organisations, interviewees conceptualised inclusive education in broad terms. They also reported having adopted many recognised good practices in inclusive education. In contrast to existing research which often problematises student diversity, respondents perceived it as an opportunity for developing inclusive teaching and assessment practices. However, they identified four key challenges to the provision of inclusive education which can inform institutional policies in the UK and beyond. The institution's endorsement of a narrow view of inclusivity focused on disability was a paramount challenge. This suggests that institutions should promote a broader understanding of inclusivity. Workload was highlighted as another significant challenge, suggesting the need to explicitly recognise university teachers' efforts to develop inclusive practices in workload allocations. The rigidity of approvals processes made the introduction of innovative assessment types slow and difficult. This highlights a need for greater flexibility in institutional approval processes. Finally, interviewees highlighted two issues related to inclusivity training – its relevance and the varying levels of participation among colleagues. These challenges could be addressed by making inclusive teaching part of professional development review processes as well as by offering discipline-specific sharing practice events. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=190648971
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        Value: 10.1080/03075079.2025.2455431
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      – SubjectFull: United Kingdom
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      – TitleFull: UK University teachers on inclusive education: conceptualizations, practices, opportunities and challenges.
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              Text: Jan2026
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              Y: 2026
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