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Co-designing inclusive excellence in higher education: Students’ and teachers’ perspectives on the ideal online learning environment using the I-TPACK model

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  • Liesbet Saenen

    (U-RISE Hasselt University Research on Innovative and Society-engaged Education Hasselt University - Martelarenlaan 42)

  • Katrien Hermans

    (U-RISE Hasselt University Research on Innovative and Society-engaged Education Hasselt University - Martelarenlaan 42)

  • Maristela Nascimento Rocha

    (U-RISE Hasselt University Research on Innovative and Society-engaged Education Hasselt University - Martelarenlaan 42)

  • Katrien Struyven

    (U-RISE Hasselt University Research on Innovative and Society-engaged Education Hasselt University - Martelarenlaan 42)

  • Elke Emmers

    (U-RISE Hasselt University Research on Innovative and Society-engaged Education Hasselt University - Martelarenlaan 42)

Abstract

Online education remains challenging for many institutions of higher education (HE). COVID-19 lockdowns have demonstrated inequalities, underlining the need for more study on its effects on access and engagement. The recent I-TPACK model enables teachers to utilize technological resources to meet diverse learning needs, improve accessibility, and create engaging learning experiences for all students. Online inclusive learning environments (LEs) necessitate a comprehensive understanding of teacher and student needs and perspectives within HE, a level of education that is currently understudied. Moreover, in inclusive and online education, their voices are underrepresented in research and policy discussions, despite their importance. This study aims to investigate how teachers and students in HE articulate their preferred inclusive online LE and therefore adopted a qualitative research approach including homogeneous focus groups, directed by the I-TPACK model. Results present students’ and teachers’ key elements and conditions of an inclusive online LE. However, there is little preparation and common language on how to implement them. Online LEs’ inclusion potential is still underappreciated. This research provides policy suggestions closely aligned with practical application and highlights the necessity of venturing beyond the comfort zone exploring inclusive online practices, as presented by the I-TPACK model.

Suggested Citation

  • Liesbet Saenen & Katrien Hermans & Maristela Nascimento Rocha & Katrien Struyven & Elke Emmers, 2024. "Co-designing inclusive excellence in higher education: Students’ and teachers’ perspectives on the ideal online learning environment using the I-TPACK model," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-12, December.
    • Handle: RePEc:pal:palcom:v:11:y:2024:i:1:d:10.1057_s41599-024-03417-3
    DOI: 10.1057/s41599-024-03417-3
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    References listed on IDEAS

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    1. Mhairi C. Beaton & Stephanie Thomson & Sarah Cornelius & Rachel Lofthouse & Quinta Kools & Susanne Huber, 2021. "Conceptualising Teacher Education for Inclusion: Lessons for the Professional Learning of Educators from Transnational and Cross-Sector Perspectives," Sustainability, MDPI, vol. 13(4), pages 1-17, February.
    2. Aleksander Aristovnik & Damijana Keržič & Dejan Ravšelj & Nina Tomaževič & Lan Umek, 2020. "Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective," Sustainability, MDPI, vol. 12(20), pages 1-34, October.
    3. Wahab Ali, 2020. "Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic," Higher Education Studies, Canadian Center of Science and Education, vol. 10(3), pages 1-16, September.
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    1. Asmahan Masry-Herzallah, 2025. "TPACK, technological self-efficacy, gender, and online teaching effectiveness: Insights from the COVID-19 crisis," Palgrave Communications, Palgrave Macmillan, vol. 12(1), pages 1-9, December.

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