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As skills need to be changed in a dynamic learning environment, employability depends not just on what people already know but on how well they learn, apply and adapt breaking out their comfort zone. This study explores how students from all backgrounds and teachers can engage with inclusive education without discrimination through pedagogy. The research provides a platform through implication for other international readers of developing countries to implement pedagogies of the Indian context.

This archival research focuses on the topical literature to scrutinize efficient ways to elevate the realization of all learners in inclusive settings. What inclusive pedagogy teaching approaches, focusing on the key competences and sustains learning which are effectual in elevating the academic success of all novices.

Educators need to develop their skills and competency by breaking their comfort zone, and individual recital of every faculty affiliate is a decisive feature in accomplishing quality for inclusive education. An education institution also needs to provide passable facilities to academicians and students in order to adapt and utilize technology efficiently without any discrimination. This is an important method of assisting educators to recognize and investigate using this epistemology in new innovative inclusive teaching pedagogy with technologies in industry 4.0.

The study momentarily suggests an innovative pedagogy approach for stakeholders and users to be adapted in current digital arena.

Review of the concepts can provide valuable pointers for policy makers in other jurisdictions contemplating inclusive education. The issues that are dealt with relate to how all students with and without disability can be engaged in a classroom without discrimination, and development is incentivized using Information and Communication Technology (ICT) in teaching pedagogy.

Inclusive organizations believe in integrating all toward synergistic outcomes. However, the extent to which inclusive education plays their role toward inclusive organizations requires more explorations. Therefore, the purpose of this paper is to provide a theoretical model exploring authentic leadership (AL) as a predictor of inclusive organization in an Indian school context.

The paper theoretically develops a model to explore and establish inclusive classroom (IC) settings in emerging nations.

The study further provides academic optimism (AO), a latent term comprising collective efficacy, faculty trust and academic emphasis as its dimensions to intervene the linkage between AL and IC. Since teaching pedagogies help teachers to express their real intentions, this study also posits art-based innovation pedagogy as a future-oriented art pedagogy to strengthen the effect of teachers’ AO on IC.

This study will benefit the practitioners and academicians to re-design their policies and practices in developing nation education system.

The purpose of this paper is to summarize the findings from focus group interviews conducted with librarians and library staff, faculty and students. It highlights the significance of implementing inclusive teaching and culturally responsive strategies in instructional settings and interactions with library patrons and seeks to emphasize the importance of developing guidelines, best practices and effective strategies.

Using focus groups, this study interviewed librarians and library staff, faculty and students. This research approach identified, reviewed and assessed existing programs and practices in instruction and library interactions.

The findings from this paper indicate that while faculty and librarians are making individual efforts to promote inclusivity in teaching and interacting with patrons, many participants expressed the necessity for institutional-level training, guidelines and good practices on how to achieve and implement culturally responsive and inclusive teaching strategies.

The methodology utilized in this study can be adapted by other libraries or institutions aiming to explore the practice of inclusive pedagogy and culturally responsive teaching within their own context. The insights from the study inform the development of strategies that librarians, faculty and staff can employ to integrate inclusive and culturally responsive teaching into their instruction and services for the wider academic community.

This paper investigated the possibilities of implementing inclusive education in the tertiary-level language classrooms and suggests new teaching methodologies adhering to the guidelines of multicultural education (MCE) framework. It explored how Indian teachers fostered social inclusivity in ESP (English for Specific Purposes) classrooms and documented the methods used by the language teachers to sustain a socially inclusive environment in the classroom.

This qualitative study undertaken with 17 faculty members using online interviews and surveys as tools revealed the challenges faced by the teachers.

The results have implications towards teacher training as there is a clear dearth of teacher strategies to foster an equitable and inclusive learning environment inside the classroom.

Classrooms are the sources of values and perspectives, and teachers are responsible for providing equal opportunities to students who are otherwise marginalised in society.

Inclusive education aims at providing equal opportunities to people despite the differences in terms of race, class, caste, region, religion, gender, sexuality, ethnicity and disabilities. India being a multilingual and multicultural country, inculcating values in students to enable them to reflect beyond these differences becomes important.

The purpose of this study is to highlight the benefits and challenges of immersive, design thinking and community-engaged pedagogies for supporting social innovation within higher education; assess the impact of such approaches across stakeholder groups through long-term retrospective analysis of transdisciplinary and cross-stakeholder work; offer an approach to ecosystems design and analysis that accounts for complex system dynamics in higher education partnerships.

This study uses constructivist grounded theory (Charmaz and Belgrave, 2012) to create a long-term systemic analysis of university innovation efforts. Researchers analysed 37 semi-structured interviews across key stakeholders involved in the design and implementation of the Design Thinking Studio in Social Innovation. Interview subjects include alumni (students), faculty, community partners and administrators. Interviews were coded using constant comparative coding (Mills et al., 2006) to develop and analyse themes. This study includes situated perspectives from the authors who offer their subjective relationship to the Studio’s development.

This paper assesses the outcomes and design of a transdisciplinary cross-stakeholder social innovation program and extends prior research on the potential and challenges of design thinking and immersive pedagogies for supporting service-learning and community engagement (SLCE) practices within higher education. Qualitative interview results reveal how time, resources and other structural and systemic factors operate across stakeholder groups. The findings address a gap in SLCE and social innovation literature by situating community learning within pedagogical interventions constructed not only for the benefit of students but for community members. The authors conclude that the research on social innovation in higher education could benefit from a more intentional examination of longitudinal effects of innovative pedagogical environments across a broad range of stakeholder perspectives and contexts.

This paper identifies how innovative higher education programs are forced to navigate structural, epistemological and ethical quandaries when engaging in community-involved work. Sustainable innovation requires such programs to work within institutional structures while simultaneously disrupting entrenched structures, practices, and processes within the system.

Social innovation in higher education could benefit from harnessing lessons from collective impact and ecosystem design frameworks. In addition, the authors argue higher education institutions should commit to studying longitudinal effects of innovative pedagogical environments across multiple stakeholder perspectives and contexts. This study closes these gaps by advancing an ecosystems model for long-term and longitudinal assessment that captures the impact of such approaches across stakeholder groups and developing an approach to designing and assessing community-involved collaborative learning ecosystems (CiCLE).

This paper examines the innovative potential of micro-credentials which, arguably, is compromised if not for a particular attribute of the digital format: evidence. Evidence allows for an artifact of learning (e.g. project, writing sample) to be included in a digital micro-credential. Micro-credentials that include evidence can support individualized learning; elucidate learners' qualifications; and make assessment and credentialing processes more inclusive.

This conceptual paper explores the subject of higher education micro-credentials which are increasingly being offered as formal (albeit smaller and digital), credit-bearing credentials, far removed from the Open Digital Badge movement from which they originated. This paper presents a case for safeguarding the qualities of micro-credentials that allow for innovative practice, before micro-credentials become entirely subsumed into conventional assessment and credentialing practices.

A review of the literature indicates that evidence, when used effectively, can support the innovative potential of micro-credentials. This subject is examined from the perspective of three categories of evidence, which are identified and illustrated through specific examples from the literature.

This paper fulfills a need to address the features of micro-credentials that, if used effectively, can challenge traditional assessment and credentialing paradigms. Evidence is rarely discussed in the literature and has not been thoroughly examined from this perspective. Additionally, faculty who develop and implement micro-credentials face numerous challenges when attempting to include evidence in micro-credentials. This paper explores those challenges and offers several recommendations for practice.

The purpose of this paper is to discuss that in 2012, a small group of teaching staff in a new diploma of Education Studies program came together to critically reflect on teaching approaches that either hindered or encouraged learners to thrive in the transition environment in higher education (HE).

This paper reports on the use of case writing as a methodological tool for engaging in reflexive inquiry in a HE cross-faculty setting; it also adds a further dimension to the work of (Burridge et al., 2010). The team used a systematic coding activity, known as “threading,” to unpack over-arching themes that were embedded in each other’s narratives.

Throughout the two years of the project, 12 cases were presented on key critical teaching moments that the researchers had experienced. The themes varied and included topics like student reflections on why they found learning challenging, teachers’ mixed emotions about failing students, difficulties for teachers in having to persuade students to read academic texts, teacher/student confrontations and student resilience amidst challenges linked to their personal and student lives.

A central theme to emerge from the research was that complexities arise for teachers when they are faced with learners who are apparently not suited to the career pathway they have signed up for.

Through using a collaborative practitioner research framework, enunciating concerns were raised and different interpretations of the same incident were shared. The paper concludes that case writing can assist academics to be more informed of teaching approaches that lead to successful learning outcomes.

The purpose of this study is to highlight a paradox between inclusion/exclusion at the level of the organisation and classroom practices, as well as between general and disability/special educational needs (SEN)-specific approaches to diversity in the classroom. The authors recommend better alignment between school policies and teaching practices to offer all students an equal chance to benefit from inclusive pedagogies.

This study analyses a school that has gained public reputation as an innovative, inclusive school in Austria. Applying a case study with an ethnographic methodological approach, the authors explore what strategies are implemented to become more inclusive at the level of school organisation and classroom practices? What are the pedagogical beliefs and actions relating to diversity that drive inclusive efforts? How is this school's general approach to diversity enacted with students with SEN?

The findings show that context-specific circumstances shape inclusive school development, which comes with a set of affordances and challenges. The authors argue that in this case, striving for inclusion indicated two ways of “doing difference differently”. First, the school has built on many cornerstones of inclusion when relating and responding to student diversity, that was remarkably different than in other mainstream schools in Austria. On the contrary, while creating new educational and pedagogical norms, it also recycled conventional segregating tendencies, and as such, reproduced hierarchised difference, but in other ways than schools typically do in mainstream schooling.

This school and its pedagogical mission have never been analysed through the rich data that two researchers were able to gather and work through.