Inclusive teaching in the university classroom: Navigating complexity with care
In this article, the authors share practical strategies to foster inclusive university classrooms by considering students' diverse identities and making small, intentional changes for more equitable learning environments. The authors argue that inclusive teaching benefits all students, not just those with disabilities. They recommend Universal Design for Learning (UDL) as a practical framework providing multiple ways for students to engage, access information, and demonstrate knowledge, whilst emphasising the importance of incorporating student voice. The article highlights that there's no single "correct" approach - inclusive teaching requires ongoing reflection and adaptation. The authors conclude that despite its complexity, actively working towards inclusivity is necessary to prevent exclusionary practices that limit student potential. Dr Erin Leif, Prof Umesh Sharma, and Jayde de Bondt, Monash University (July 2025)