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Tracing the path to inclusion: lecturers’ perspectives on innovative and inclusive teaching methods

Author

Listed:
  • Isabella Negri

    (Università degli studi di Modena e Reggio Emilia)

  • Barbara Pistoresi

    (Università degli studi di Modena e Reggio Emilia)

  • Maria Cristina Gamberini

    (Università degli studi di Modena e Reggio Emilia)

  • Daniela Mecugni

    (Università degli studi di Modena e Reggio Emilia)

Abstract

The fourth Sustainable Development Goal (SDG) highlights the need to ensure universal access to quality education, recognising its central role in advancing other SDGs. Achieving this goal requires higher education to embrace inclusivity and innovation, equipping students with the necessary skills for the dynamic labour market, while addressing inequalities and promoting gender equality. Despite this, in Italy, certain aspects of university teaching are left to the discretion of individual lecturers. To address the challenges and opportunities of higher education, 18 semi-structured interviews were conducted with lecturers at a major Italian university to explore lecturers’ personal feelings and experiences regarding the implementation of inclusive and innovative practices. The data were analysed through phenomenological descriptive analysis. The interviewees emphasised the need to enhance the interactivity of their teaching by incorporating innovative activities and methodologies. They highlighted both intrinsic and extrinsic motivations for this shift, noting that innovative and inclusive teaching methods significantly impact student engagement and the overall educational process. Many respondents are willing to adapt their strategies, whether by adopting new methods, modifying existing ones, or broadening their perspectives. In this process, training appears to be a fundamental factor as well as the availability of funding. Through this study, we aim to contribute valuable knowledge that can inform future efforts to improve the effectiveness and equity of higher education in Italy.

Suggested Citation

  • Isabella Negri & Barbara Pistoresi & Maria Cristina Gamberini & Daniela Mecugni, 2025. "Tracing the path to inclusion: lecturers’ perspectives on innovative and inclusive teaching methods," Palgrave Communications, Palgrave Macmillan, vol. 12(1), pages 1-14, December.
    • Handle: RePEc:pal:palcom:v:12:y:2025:i:1:d:10.1057_s41599-025-04547-y
    DOI: 10.1057/s41599-025-04547-y
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    References listed on IDEAS

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    1. Anabel Moriña & Víctor H. Perera & Rafael Carballo, 2020. "Training Needs of Academics on Inclusive Education and Disability," SAGE Open, , vol. 10(3), pages 21582440209, September.
    2. Rosa-Eva Valle-Flórez & Ana María de Caso Fuertes & Roberto Baelo & Sheila García-Martín, 2021. "Faculty of Education Professors’ Perception about the Inclusion of University Students with Disabilities," IJERPH, MDPI, vol. 18(21), pages 1-21, November.
    3. Patrick Stefan Kermit & Sidsel Holiman, 2018. "Inclusion in Norwegian Higher Education: Deaf Students’ Experiences with Lecturers," Social Inclusion, Cogitatio Press, vol. 6(4), pages 158-167.
    4. Farah Naz & Hasan Sohaib Murad, 2017. "Innovative Teaching Has a Positive Impact on the Performance of Diverse Students," SAGE Open, , vol. 7(4), pages 21582440177, October.
    5. Patrick Stefan Kermit & Sidsel Holiman, 2018. "Inclusion in Norwegian Higher Education: Deaf Students’ Experiences with Lecturers," Social Inclusion, Cogitatio Press, vol. 6(4), pages 158-167.
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