New inclusive curriculum review "provides a vital evidence base as the sector continues its work to create more equitable learning environments."
Advance HE’s comprehensive new literature review, authored by Professor Stella Jones-Devitt (Staffordshire University) and Alan Donnelly (Sheffield Hallam University), highlights both the challenges and opportunities in creating truly inclusive curricula in higher education, while calling for a fundamental shift in how institutions approach inclusivity.
The review emphasises that inclusion should be positioned as the foundation for quality teaching and learning, rather than being associated with specific student groups or as an add-on consideration. It identifies that while many current approaches still focus on individual needs through a deficit lens, the most effective strategies take a holistic, proactive approach to inclusion that benefits all students.
Among its key recommendations, the review encourages institutional leaders to implement policies that are culturally aligned to their organisational context. For educators, it stresses the importance of building a shared understanding of inclusive curriculum while actively addressing hidden curriculum elements that can create barriers for students.
“This review provides a vital evidence base as the sector continues its work to create more equitable learning environments,” says Elliott Spaeth, Advance HE Senior Consultant, EDI. “What emerges clearly is that an inclusive curriculum isn’t just about making accommodations – it’s about creating learning environments that proactively embrace diversity and enable all students to thrive. While the review highlights the complexity of this work, it also provides practical pathways forward through its recommendations for policy- makers, educators and student engagement.”
