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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
Language: English
Authors: David Kyei-Nuamah (ORCID 0000-0003-2780-3412), Ziyue Ma (ORCID 0009-0009-1183-3108), Lisha Chen (ORCID 0000-0001-7225-5027), Zhengmei Peng (ORCID 0000-0002-6085-9461)
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
FullText Text:
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22David+Kyei-Nuamah%22">David Kyei-Nuamah</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2780-3412">0000-0003-2780-3412</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ziyue+Ma%22">Ziyue Ma</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-1183-3108">0009-0009-1183-3108</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lisha+Chen%22">Lisha Chen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7225-5027">0000-0001-7225-5027</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zhengmei+Peng%22">Zhengmei Peng</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6085-9461">0000-0002-6085-9461</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(2).
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22College+Curriculum%22">College Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Selection+%28Students%29%22">Course Selection (Students)</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Implementation%22">Curriculum Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Content%22">Course Content</searchLink>
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  Data: 10.1111/ejed.70570
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  Data: 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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