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Exploring inclusive teaching practices of English for Academic Purposes (EAP) in higher education (HE): a systematic review and narrative synthesis.

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Title: Exploring inclusive teaching practices of English for Academic Purposes (EAP) in higher education (HE): a systematic review and narrative synthesis.
Authors: Bakogiannis, A.1 (AUTHOR) a.bakogiannis@ucl.ac.uk, Papavasiliou, E.2 (AUTHOR) e.papavasiliou@leeds.ac.uk
Source: Higher Education (00181560). Apr2026, Vol. 91 Issue 4, p1525-1553. 29p.
Subject Terms: *Higher education, *Academic language, *Cross-cultural communication, *Foreign students, *Right to education, *Curriculum planning, *Culturally relevant education
Abstract: This systematic review examines inclusive teaching practices of English for Academic Purposes (EAP) in higher education (HE), a critical yet underexplored area for supporting international students that is often overlooked in broader discourses on equity and diversity. Conducted as part of a wide scale project, funded by BALEAP—The Global Forum for EAP Professionals, the review synthesises theoretical and empirical evidence to identify effective approaches and frameworks that enhance inclusivity in EAP education. Using a rigorous methodology, the review analyses studies across diverse contexts to uncover five key strategies: inclusive curriculum design that addresses diverse student needs, culturally responsive and social justice pedagogy fostering critical awareness, equitable assessment practices mitigating bias, intercultural communication strategies promoting collaboration, and decolonial and multilingual practices validating linguistic diversity. These strategies are anchored in robust frameworks such as intercultural competence, culturally responsive pedagogy, and decolonial theories, highlighting the transformative impact of inclusive education in EAP. The review highlights the need for actionable recommendations to translate these insights into practice to create supportive learning environments and promote equitable academic success. By guiding educators and policymakers, the findings offer a roadmap for advancing inclusive EAP practices, ensuring fair access and engagement for diverse student populations. [ABSTRACT FROM AUTHOR]
Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: This systematic review examines inclusive teaching practices of English for Academic Purposes (EAP) in higher education (HE), a critical yet underexplored area for supporting international students that is often overlooked in broader discourses on equity and diversity. Conducted as part of a wide scale project, funded by BALEAP—The Global Forum for EAP Professionals, the review synthesises theoretical and empirical evidence to identify effective approaches and frameworks that enhance inclusivity in EAP education. Using a rigorous methodology, the review analyses studies across diverse contexts to uncover five key strategies: inclusive curriculum design that addresses diverse student needs, culturally responsive and social justice pedagogy fostering critical awareness, equitable assessment practices mitigating bias, intercultural communication strategies promoting collaboration, and decolonial and multilingual practices validating linguistic diversity. These strategies are anchored in robust frameworks such as intercultural competence, culturally responsive pedagogy, and decolonial theories, highlighting the transformative impact of inclusive education in EAP. The review highlights the need for actionable recommendations to translate these insights into practice to create supportive learning environments and promote equitable academic success. By guiding educators and policymakers, the findings offer a roadmap for advancing inclusive EAP practices, ensuring fair access and engagement for diverse student populations. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193684474
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