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With the increasing number of refugees and asylum seekers in Thailand, the unfamiliar living and educational environments are barriers and challenges for immigrant children in inclusive schools. This is because schools are not well equipped to respond to the challenges faced by these children and their parents. At the same time, on the students' side, their parents are grappling with unfamiliar educational and social systems, as well as a language barrier. Although inclusion has been defined by the international declaration, The Salamanca Statement on Special Needs Education, 1994, to ensure access to quality education for all children, national inclusion policies are still only slowly incorporating children from different linguistic and ethnic backgrounds. This study is based on VUCA circumstances and aims to find out what the perceptions of teachers and marginalised students are about the future of inclusive education. A case study was used as an approach to obtaining information in a primary school in a province in the Northeastern region of Thailand with a high density of immigrant workers. Results of the study indicate that changes must be made by policymakers, stakeholders, schools and teachers if classrooms with marginalised students can be truly inclusive.

In recent years, tertiary education has been cited as a key factor in development and personal prosperity for many nations and has widely been associated with various social and private benefits in many countries. It has widely been considered to be a vehicle for individuals’ social mobility and economic prosperity, especially for students coming from poor and disadvantaged families. Despite its potential, most higher education systems have recently faced a number of challenges that have compelled them to amend their general style of functioning and ways of doing things. One of the areas affected has been the ability for educational systems to guarantee the inclusion and accessibility of the marginalized to higher education. Whereas in recent years higher education institutions have witnessed increased demands and a surge of applicants for entrance in universities; changes in the higher education systems and the emergence of trends such as privatization, cost-sharing and education budgets cuts have emerged as blockages to access for some of the students. This chapter examines trends in Tanzanian higher education and assesses the barriers to accessibility of loans and grants to students from poor families and its implications to participation and inclusion.

The United States is becoming more diverse, a trend that is reflected in institutions of higher education; college campuses are filled with various subgroups of “non-traditional students,” many of whom are students from marginalized populations. Throughout history, the United States denied access to education to students from historically marginalized backgrounds and while society promises access to students today, it is not provided equally; gaps in educational access and achievement among marginalized groups persist. Some of the fastest growing subgroups of our population are least likely to succeed in higher education, because they face barriers as they navigate the university experience. This chapter spotlights the key access and persistence-related challenges faced by students from six marginalized populations: African American/Black students, students with disabilities, Hispanic/Latinx students, lesbian, gay, bisexual, and transgender (LGBT) students, undocumented students, and student veterans.

This paper aims to propose a conceptual framework for integrating information and communication technologies (ICT) into teaching practices for educators in rural Ghana lacking computer and internet access. Bridging the rural–urban digital divide is critical for equitable quality education. This research identifies distinct infrastructure, financial, human, and socio-cultural challenges of ICT adoption in underserved Ghanaian schools through an exhaustive literature review. The framework provides tailored strategies to empower teachers to leverage ICT for innovative pedagogy despite limitations. Ultimately, the goal is to offer pragmatic, evidence-based solutions to advance ICT-enabled instruction and digital equity in marginalized settings.

This study utilizes a qualitative literature review methodology to develop a conceptual framework for ICT teaching techniques tailored to the rural Ghanaian context. Published empirical studies, theoretical papers, and reports focused on ICT education in developing countries, particularly sub-Saharan Africa, were systematically reviewed across multidisciplinary databases. Relevant theories and models, like TPACK and SAMR, were analyzed to determine appropriate modifications for the framework design. The proposed strategies emphasize affordable technologies, teacher training, localized content, and culturally relevant pedagogies selected based on evidence from literature to address the unique barriers and needs of the rural setting.

The literature review revealed profound infrastructure, financial, human, and socio-cultural barriers to ICT adoption in rural Ghanaian schools. These include lack of electricity, internet, hardware, and software alongside inadequate teacher training and support. The proposed conceptual framework offers solutions including leveraging low-cost technologies like mobile devices, prioritizing teacher professional development, developing localized digitally-enabled resources, and fostering community participation. Culturally relevant pedagogies are also emphasized. This tailored, evidence-based approach holds promise for enhancing ICT-enabled instruction and bridging digital divides to promote equitable quality education. Further findings will emerge through framework implementation and evaluation.

This conceptual framework requires implementation and evaluation to truly determine its impact and effectiveness in the intended rural Ghanaian context. As a literature review, primary data collection was not undertaken. Practical application of the framework in schools can yield direct insights through surveys, interviews, observations, and analysis of key educational outcomes pre and post-implementation. Comparisons with control groups may further illuminate its efficacy. Monitoring and adaptation over time is also essential. Ultimately, this research sets the foundation for praxis-oriented work transforming ICT integration in marginalized communities to advance digital equity and inclusion.

This research provides an evidence-based, context-aware framework with pragmatic solutions to enhance ICT-enabled teaching and learning in underserved rural Ghanaian schools. It offers guidance to teachers, administrators, and policymakers on integrating technology despite infrastructure and resource constraints. The emphasis on cost-effective innovations, educator training, localized content, and community participation can inform planning and investments in ICT education. Broader applications include adapting the framework for other developing country contexts facing comparable challenges. Overall, this work promotes digital equity and quality education access, catalyzing social development and aligning with the UN Sustainable Development Goals.

This research highlights the urgent need to address digital divides exacerbating educational inequalities between rural and urban communities in Ghana. Lack of technology access and utilization in rural schools threatens to widen gaps in skills, capabilities, and opportunities for students. Strategic integration of ICT can promote social inclusion, cultivate digital literacy, and equip youth to participate in the global digital economy, thereby enhancing prospects. More broadly, advancing digital equity and ICT-enabled education empowers marginalized groups, fosters community empowerment, and drives progressive social change. This work underscores that localized, context-appropriate solutions are pivotal for promoting development and social justice.

This research fills a crucial gap by proposing a conceptual framework tailored specifically for integrating ICT in teaching practices in rural Ghanaian schools lacking digital access, responding to context-specific barriers and needs. While extensive literature examines ICT education models globally, few studies offer localized strategies for resource-constrained environments. This framework adapts established models based on a systematic literature review, emphasizing affordability, capacity building, and cultural relevance. By synthesizing evidence-based, pragmatic solutions to advance ICT-enabled instruction in marginalized settings, this work provides a valuable foundation for praxis transforming rural education. The localization approach could inform frameworks for other developing regions.

This qualitative study interrogates the barriers that historically disadvantaged higher education students in South Africa face when it comes to access and success. It specifically explores the challenges black students encounter in gaining epistemic access within the South African higher education system.

This research draws upon empirical data collected from a mixed-methods research project conducted at six higher education institutions. It focuses on issues of epistemic access and success within humanities and sciences faculties. The dataset comprises interview transcripts involving 34 student and ten staff cases. Thematic analysis, aided by MaxQDA software, was meticulously conducted to extract and synthesise meaningful themes, crafting comprehensive narratives.

The study uncovers multifaceted challenges, including difficulties in understanding the admission process, financial barriers and language proficiency issues, faced by disadvantaged students when accessing universities and transitioning from basic to higher education. The research emphasises universities taking proactive measures, such as providing comprehensive early support, identifying at-risk students and collaborating with schools to prepare prospective students better. It advocates for the potential of resilience theory in addressing social justice issues related to access and success for these students. Furthermore, the study recommends developing inclusive curricula and underscores the need for universities to actively support disadvantaged students academically and socially.

This research departs from the conventional focus on physical access to universities, introducing a more comprehensive perspective that emphasises epistemic access as a pivotal aspect of higher education. Drawing on empirical data, it sheds light on the obstacles faced by disadvantaged students during the transition from high school to higher education while also exploring their resilience strategies.

Student support in higher education (HE) is a matter that has received, and is still receiving, rigorous attention in the research environment. HE faces challenges related to the throughput rates nationally and internationally and, as a result of that, most African countries have prioritised support in HE institutions, particularly universities. Amongst the groups of students targeted to receive student support are the marginalised students,¹ particularly students with visual impairments (SWVI). Developed countries have tirelessly attempted to ensure that SWVI are supported through aggressive policy positions and technological interventions. This chapter seeks to provide insights on the support programmes for SWVI in HE institutions in Africa. The chapter follows a qualitative approach and uses the social justice theory (Rawls, 1971) as a conceptual lens. Drawing on this theory, it can be argued that the support programmes and services provided to SWVI in Africa limit their participation in HE and constrain effective learning and, ultimately, perpetuate social injustice.

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 examines the experiences of a team of female academics (teaching a large cohort of undergraduate students) and the coping mechanisms used to combat the challenges they confront in the Australian higher education sector.

Using a reflective autoethnographic method and strengths perspective, the authors share experiences as female professionals whose intersectional identities presented challenges that extend beyond those typically found in the current higher education setting.

The individualized nature of academic work exacerbates the systemic marginalization of female academics. Adopting a flock culture serves as a support network for addressing the various intersectional challenges. The authors liken the “flock cultural approach” to a “sisterhood” where individuals impacted by intersectional challenges build a strong and cohesive unit to support each other by utilizing their combined strengths to create positive synergy to cope with ongoing workplace challenges.

The study highlights the benefit of the strengths perspective to understand how female academics with intersectional identities can overcome the challenges of their highly individualized profession.

This paper highlights the importance of building team-based work, cultivating collective achievement and high trust in a highly individualistic profession.

Using the strength perspective, the authors disrupt the conventional and currently narrow usage of sisterhood to help develop strong, adaptive, flexible and responsive bonds among diverse female academics. The findings point to how using a “flock culture” – a membership-based philosophy – became the key support mechanism for the marginalized groups, empowering them to confront the systemic barriers within their profession.

First, the findings of this study are shaped by the intersections of factors such as ethnicity, age, race, religion and mode of employment, which all influences the participants’ lived experiences. Second, this study contributes to the transnational feminist movement by unveiling the contextualized barriers that junior academic females from various migrant backgrounds face and identify how they synergized their collective strengths to survive the challenging academic environment. Third, using the strength perspective, the authors disrupt the conventional and currently narrow usage of sisterhood to help develop strong, adaptive, flexible and responsive bonds among diverse female academics.

This chapter focuses on academic freedom in the experiences of Black/African American doctoral students and presents an examination of the American Association of University Professors (AAUP) Joint Statement on Rights and Freedoms of Students (https://www.aaup.org/report/joint-statement-rights-and-freedoms-students) based on research and practice on the marginalized doctoral student experience. Discussion addresses AAUP policy Statements: Section I (freedom of access to higher education), Section II (freedom of expression in the classroom), and Section III (freedom of inquiry and expression). The purpose of this work is to increase awareness of issues serving as barriers to student rights and freedoms related to self-expression, cultural bias, and student activism at the doctoral level. Strategies that disrupt, minimize, and/or eradicate barriers to actively maintain and pursue student rights and freedoms will be addressed to emphasize their importance to supporting and/or hindering academic success, doctoral degree completion, and creating/sustaining pathways of transition into the career pathways.

To break the chains of inequality for access to education for marginalized groups across India and move toward an egalitarian society, where all people can live with dignity and fulfill their dreams, the need of the hour is to strengthen the education system and prepare teachers with secular and reformative thinking. This chapter attempts to examine the problems of various marginalized groups in Indian society and their educational provisions. This work also aims to analyze several issues and challenges related to preparing teachers for inclusive schools and to draw attention to the need to reframe and revise teacher education programs and enforce inclusive teacher education practices in India to promote inclusion.