Developing inclusive learning and teaching practices in UK higher education institutions: A Straussian grounded theory study

Abstract

Inclusive learning and teaching practices enable learners from diverse backgrounds and with different needs to learn together in the same institution. Despite its importance, little research has examined the contextual and intervening conditions, processes and consequences that shape the practices in the UK higher education institutions (HEIs). This study investigates the factors that influence inclusive learning and teaching practices, and develops a context specific substantive theory and conceptual model. It adopts a Straussian grounded theory methodology with symbolic interactionism and pragmatism. Data were collected from 36 academic professionals across 18 UK higher education institutions (HEIs) through in-depth interviews, field notes, and documentary sources. Open, axial and selective coding produced 463 initial codes, 13 categories and 57 sub-categories. Three contextual conditions were identified: teaching pedagogies, curricula and assessment, and feedback. Four processes were identified: the classroom learning environment, universal design for learning, implementation of government and education policy, and survey and observation. Three intervening conditions (support and opportunity, core goals and values, and culture) either facilitate or constrain practices. Three consequences emerged: improved inclusive practice, effective classroom practice, and academic and social impact. The resulting model integrates these elements into a single framework that extends prior work, which has largely concentrated on contextual conditions alone. The findings help academics, practitioners and academic leaders understand the conditions needed for inclusive education and support a more holistic approach to Equality, Diversity and Inclusion (EDI) in HEIs.