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<p>Higher STEM education is framed as a gateway to societal inclusion for historically underrepresented and marginalised students, including disabled students. Inclusive pedagogies play a crucial role in ensuring that STEM education is&#xa0;accessible and inclusive for all students. The mission of inclusive pedagogies is positive: by implementing them, any instructor could foster more equitable STEM spaces. However, there is only so much instructional design can do amid broader societal issues of exclusion, discrimination, and inequality. How can inclusive pedagogies be conceptualised&#xa0;within such contexts? And what does earlier research know about the potential and limitations of inclusive pedagogies? In this study, we conduct a critical review of research on inclusive pedagogies, with a focus on disability inclusion. We review 18 empirical implementation studies (2011–2023), analysing how these studies conceptualise inclusive pedagogies, the research approaches employed, and the findings obtained. Learning from these studies, we frame inclusive pedagogies as powerful practices that may redetermine how we think about success and failure—abilities and <i>dis</i>abilities—in higher STEM education. While classroom pedagogies alone can rarely shift broader policies, structures and discourses, they can redetermine the norms and values of STEM education at the local classroom level.</p>

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Inclusive pedagogies in higher STEM education: a critical review

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年7月14日

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  • Juuso Henrik Nieminen,
  • Robyn Ruttenberg-Rozen

摘要

Higher STEM education is framed as a gateway to societal inclusion for historically underrepresented and marginalised students, including disabled students. Inclusive pedagogies play a crucial role in ensuring that STEM education is accessible and inclusive for all students. The mission of inclusive pedagogies is positive: by implementing them, any instructor could foster more equitable STEM spaces. However, there is only so much instructional design can do amid broader societal issues of exclusion, discrimination, and inequality. How can inclusive pedagogies be conceptualised within such contexts? And what does earlier research know about the potential and limitations of inclusive pedagogies? In this study, we conduct a critical review of research on inclusive pedagogies, with a focus on disability inclusion. We review 18 empirical implementation studies (2011–2023), analysing how these studies conceptualise inclusive pedagogies, the research approaches employed, and the findings obtained. Learning from these studies, we frame inclusive pedagogies as powerful practices that may redetermine how we think about success and failure—abilities and disabilities—in higher STEM education. While classroom pedagogies alone can rarely shift broader policies, structures and discourses, they can redetermine the norms and values of STEM education at the local classroom level.