We Set the Policies but Find Your Way Out: Teachers' and Students' Perspectives on Using Inclusive Curricula and Pedagogies in Cross-Disciplinary Classrooms
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| Title: | We Set the Policies but Find Your Way Out: Teachers' and Students' Perspectives on Using Inclusive Curricula and Pedagogies in Cross-Disciplinary Classrooms |
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| Language: | English |
| Authors: | David Kyei-Nuamah (ORCID |
| Source: | European Journal of Education. 2026 61(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Attitudes, Student Attitudes, Inclusion, Interdisciplinary Approach, College Curriculum, Course Selection (Students), College Students, College Faculty, Curriculum Implementation, Course Content |
| DOI: | 10.1111/ejed.70570 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | Higher education institutions are increasingly promoting cross-disciplinary learning between the natural sciences and humanities. Several institutions have enacted policies that allow students to choose courses across disciplines to meet diversity objectives and graduation requirements. This study explores how these policies are implemented in classrooms, focusing on teachers' incorporation of inclusive curricula and pedagogy and on students' perceptions of these classes. Using qualitative methods and data from 53 participants, the study uncovers a policy paradox: a disconnect between policy goals and their real-world classroom application. We found that university teachers often struggle to implement inclusive curricula and pedagogy in their cross-disciplinary classrooms. Additionally, universities have not adequately prepared or trained these educators to address learners' diverse needs. As a result, few instructors respond promptly to students' backgrounds or needs during classes. Consequently, some students find the classes unengaging because the class content is challenging or they take courses merely to earn credits for graduation. We recommend that universities promote deliberate learning innovation in these diverse classrooms by providing faculty training to develop inclusive curricula and pedagogies aligned with policy objectives. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507222 |
| Database: | ERIC |
| Abstract: | Higher education institutions are increasingly promoting cross-disciplinary learning between the natural sciences and humanities. Several institutions have enacted policies that allow students to choose courses across disciplines to meet diversity objectives and graduation requirements. This study explores how these policies are implemented in classrooms, focusing on teachers' incorporation of inclusive curricula and pedagogy and on students' perceptions of these classes. Using qualitative methods and data from 53 participants, the study uncovers a policy paradox: a disconnect between policy goals and their real-world classroom application. We found that university teachers often struggle to implement inclusive curricula and pedagogy in their cross-disciplinary classrooms. Additionally, universities have not adequately prepared or trained these educators to address learners' diverse needs. As a result, few instructors respond promptly to students' backgrounds or needs during classes. Consequently, some students find the classes unengaging because the class content is challenging or they take courses merely to earn credits for graduation. We recommend that universities promote deliberate learning innovation in these diverse classrooms by providing faculty training to develop inclusive curricula and pedagogies aligned with policy objectives. |
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| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70570 |
