Diversity, equity & inclusion in higher education | Educational design

Diversity, Equity, and Inclusion (DE&I) are not optional ideals, they are foundational to high-quality education and academic integrity.

DEI in higher education means intentionally designing, teaching, and assessing in ways that respect, support, and empower the full diversity of our student population. For educators and educational developers, DEI is not an add-on, but a critical part of responsible and effective teaching. It means reflecting on your position, being mindful of systemic inequalities, and making conscious choices to build equitable and inclusive learning environments. These environments are not only about representation and fairness—they are also essential to fostering social safety: a culture where all students feel safe to participate, express themselves, and take intellectual risks without fear of discrimination, exclusion, or harm.

Here are some of the most pressing questions educators can explore through this toolbox, each connected to a core DE&I theme and the broader aim of social safety:

How can I critically examine my assumptions about what counts as knowledge and who is seen as capable in my teaching context?
What barriers/exclusions might students face in my course (e.g., language, accessibility, cultural expectations)?
How can I include more diverse perspectives in my course materials?
How do I design assessments that are fair and inclusive?
What are effective strategies for facilitating inclusive and respectful dialogue?
How can I foster a sense of belonging and safety in my classroom?

HIGHLIGHTS & RESOURCES

In the table below, you’ll find a curated set of useful resources - from practical tools to inspiring examples - to help you supervise students more effectively.

Title	Why is it useful for educators?	Access it Here
Critical Reflection & Positionality	Raises self-awareness: Helps educators reflect on their privilege and position within academic structures, as well as with the topic of intersectionality Informs inclusive teaching: Encourages thoughtful, equitable choices in course design and classroom practice. Supports DEI dialogue: Serves as a clear, accessible tool to discuss power and equity in education.	Worksheet Academic Wheel of Privilege: Self-Positionality and Self-Reflection
UT and NL-wide policies on DE&I	Align your teaching with UT’s DE&I goals using the Action Plan. Connect your work to national DE&I priorities through the strategy shared by Dutch universities.	Link & Document National action plan for greater diversity and inclusion in higher education and research DE&I at the UT
Inclusive Educational Design	Saves time in the long term by minimizing one-off fixes and retroactive adjustments for individual students. Promotes equity by ensuring all students have access to learning in ways that suit their strengths and needs. Encourages innovation in teaching practices through diverse formats, tools, and assessment strategies	LINKS & DOCUMENTS CAST: Universal Design for Learning (UDL) Guidelines UDL Principles Checklist Web Content Accessibility Guidelines (WCAG) 2.1
Inclusive Teaching Practices & Pedagogy	Offers a research-backed framework (UDL) to design courses that accommodate diverse learners from the start. Provides practical checklists to reduce the need for individual accommodations later For reviewing and adjusting course materials and formats for greater accessibility.	Documents Exercise Toolkit for Diversity and Internationalisation in Higher Education ECIO's Article \| Digital accessibility: quick wins for educators Gender Inclusive Language
Inclusive and Equitable Assessment	Helps ensure assessments fairly measure learning without bias. Encourages a shift from traditional exams to diverse, authentic assessment forms. Provides rubrics and checklists to evaluate the inclusivity of current practices.	Links & Documents Accessible assessments and examsfor students with special needs
Social Safety and Wellbeing	Offers practical exercises to increase awareness and implementation of inclusive teaching across international contexts. Gives quick, actionable tips to improve digital content accessibility (e.g. for slides, documents, LMS) Integrate exercises from the toolkit into team discussions, course redesigns, or training sessions.	Social Saftety in Dutch Academia KNAW Advisory report on Social Safety in Dutch Academia
Internationalization and Inclusion	Use toolkits to design activities and assessments that are sensitive to global diversity. Evaluate their curriculum for international relevance and inclusivity. Encourages alignment of teaching with global perspectives and equity goals.	DOCUMENTS Programme Logic Model Reflective Questions - How internationalised is your module? Example Programme Logic

KEY TOPICS

Here you can find more information about the foundational concepts regarding Diversity, Equity, and Inclusion:

DE&I Essentials

Creating an inclusive university starts with a shared understanding of the foundational concepts of Diversity, Equity, and Inclusion (DE&I). These terms are often mentioned together, but each refers to a distinct aspect of how we shape learning environments, interact with one another, and design educational policies and practices.

Below are the key terms, explained in relation to one another:

Diversity

Diversity refers to the presence of differences among people within a group or institution. In education, this includes variations in race, ethnicity, gender identity, sexual orientation, socio-economic background, nationality, age, (dis)ability, language, religion, and educational pathways, among others.

➡️ In essence: Diversity is about who is in the room—the range of identities and perspectives represented.

Equity

Equity recognizes that not everyone starts from the same place, and seeks to correct imbalances by removing barriers and offering appropriate resources and support. Unlike equality (which assumes the same treatment for all), equity aims for fair outcomes by taking difference into account.

➡️ In essence: Equity is about ensuring fair access, support, and opportunity—tailored to individual needs and contexts.

Inclusion

Inclusion is the active and ongoing practice of creating environments in which all individuals feel welcomed, valued, and able to contribute. It means more than just being present; it’s about having a voice and being part of decision-making processes. Inclusive practices ensure that diversity is not only acknowledged, but also engaged with meaningfully.

➡️ In essence: Inclusion is about belonging, voice, and participation.

UT Vision & Policy on DE&I

The University of Twente embeds DE&I into its institutional culture through the Shaping 2030 strategy, committing to a just, inclusive, and equitable academic environment. UT's DE&I Policy (2022–2024) outlines targets such as increasing the representation of women in academic leadership, normalizing inclusive language, and strengthening support networks. Nationally, Dutch universities align with the National Strategy for Diversity and Inclusion in Higher Education and Research published by the VSNU (now UNL) in 2021, emphasizing systemic change across teaching, policy, and research (UNL, 2021).

Critical Reflection & Positionality

This topic invites educators to reflect on how their own identities, experiences, and positions in society shape their teaching—and how students' intersecting identities affect their experiences in the classroom. It is both a personal and pedagogical practice, aimed at fostering more inclusive, critical, and socially aware education.

This section aims to answer some FAQ(s) such as:

How do my own background and assumptions shape how I teach and interact with students?
Why do some students feel more seen, heard, or safe in the classroom than others?
What does it mean to teach in a way that acknowledges and respects complex identities?

Intersectionality

Intersectionality, a term coined by Kimberlé Crenshaw (1989), refers to how multiple social identities—such as race, gender, class, sexuality, disability, and migration status—interact to shape an individual's experiences of privilege or marginalization. It reminds us that no single aspect of identity can fully explain someone’s social experience; identities are interdependent and context-specific.

Self-positionality

Self-positionality is the practice of reflecting on and articulating your own social and institutional position—such as your cultural background, academic authority, gender, or language use—and how it affects your perspective as an educator (Haraway, 1988; Sensoy & DiAngelo, 2017). This reflection helps surface assumptions and blind spots that can unintentionally shape classroom dynamics or institutional practices.

Related terms include:

Reflexivity: the ongoing process of examining how one's values, experiences, and context influence understanding and action.
Social location: the combination of identity categories and power relations that shape a person's position in society.

Inclusive Educational Design

Inclusive educational design aims to proactively create learning environments that are both accessible and engaging for all students, regardless of their background or ability. The Universal Design for Learning (UDL) framework, widely recognized in higher education, promotes multiple means of engagement, representation, and expression to accommodate learner diversity (CAST, 2018). Dutch higher education institutions, including UT, are increasingly adopting inclusive design principles to align with their social responsibility and internationalization goals.

This section aims to provide answers to FAQ(s) such as:

How can you incorporate flexibility into your course design to support diverse learning needs and preferences?
In what ways does your curriculum represent multiple perspectives, cultures, and voices?
What barriers might exist in your current course materials or delivery methods, and how can these be addressed?

Universal Design for Learning (UDL) is a framework that guides the design of learning environments to be accessible and effective for all students, regardless of ability, background, or learning style. Grounded in neuroscience and inclusive design, UDL emphasizes flexibility in the way information is presented, how students express what they know, and how they stay motivated (CAST, 2018).

It is based on the following three principles:

Engagement

The “why” of learning: This principle focuses on motivating and engaging learners by offering choices, relevance, and strategies for sustaining effort. It acknowledges that students differ in what captures their interest or helps them persist.

Representation

The “what” of learning: This principle ensures that content is presented in varied formats—text, audio, visuals, interactive tools—so that all learners can access and process information in ways that work best for them.

Action & Expression

The “how” of learning: This principle supports diverse ways for students to demonstrate what they know, such as written work, presentations, portfolios, or digital media. It promotes flexibility and scaffolding in assessment and learning processes.

Inclusive Pedagogy and Teaching Tools

This section attempts to answer some FAQ (s) such as:

How do you ensure your classroom interactions allow equitable participation among students?
What strategies do you use to accommodate diverse cultural backgrounds and communication styles?
How do you respond to microaggressions or exclusionary behaviors in your teaching environment?

The following topics provide frameworks and models for answering such questions:

Inclusive Communication

Inclusive communication is rooted in awareness of power, context, and audience. It recognizes that students vary in their linguistic background, neurodiversity, cultural expectations, gender identity, and access to academic discourse—and that educators' communication plays a role in either widening or bridging these gaps.

Key principles of inclusive communication include:

Clarity: Use plain language and structure to avoid unnecessary jargon or complexity (especially helpful for non-native speakers or neurodiverse students).
Accessibility: Ensure that all materials are usable by students with disabilities (e.g. using alt text, captions, readable fonts).
Representation: Avoid examples, metaphors, or language that center only dominant norms (e.g. Western, white, heteronormative perspectives).
Gender-inclusive language: Use students’ chosen names and pronouns, and avoid assuming binary gender norms in speech or documents.
Empathic tone: Communicate feedback and expectations in ways that are constructive, respectful, and supportive of learning.

Inclusion in Digital Environments

The Web Content Accessibility Guidelines (WCAG) were developed by the World Wide Web Consortium (W3C) to promote equal access to digital information. They outline how websites, documents, and tools can be designed so that everyone—including users with disabilities—can navigate, understand, and interact with them.

WCAG is built on four key principles. Digital content should be:

Perceivable – content can be seen and heard (e.g. alt text for images, captions for video)
Operable – users can navigate and interact using a keyboard or assistive technologies
Understandable – information is readable and predictable (e.g. clear headings, consistent navigation)
Robust – compatible with a wide range of devices, platforms, and assistive software

These principles form the foundation for three lev

Culturally Responsive Pedagogy

Culturally Responsive Teaching is an educational approach that recognizes, respects, and uses students’ cultural backgrounds and experiences as assets in the learning process. It moves beyond surface-level inclusion of diversity and instead integrates students’ ways of knowing, communicating, and interacting into everyday teaching practice.

CRT is not a one-size-fits-all method—it’s a mindset and a responsive process. It helps build student belonging, motivation, and academic success by affirming identity and challenging dominant cultural norms that may otherwise marginalize learners (Gay, 2010; Hammond, 2015).

Core Principles of Culturally Responsive Teaching

Academic Success for All

CRT holds high expectations for every student, combining challenge with support. It ensures that cultural differences are not seen as barriers, but as strengths that contribute to learning and achievement.

Cultural Competence

Educators strive to understand and integrate students’ cultures into teaching practices—valuing diverse histories, languages, and ways of knowing, while helping students navigate both their own and others' cultural contexts.

Critical Consciousness

CRT encourages students to question and challenge societal inequities, including those present in curriculum, institutions, and classroom interactions. Teachers create space for reflection and dialogue about power, privilege, and justice.

Inclusive Curriculum and Pedagogy

CRT involves using teaching materials, examples, and case studies that reflect a wide range of perspectives. It avoids tokenism and promotes multiple narratives and ways of thinking.

Building Meaningful Relationships

A key aspect of CRT is developing trusting, reciprocal relationships with students. Teachers invest in knowing their learners beyond academics and adapt their practices based on that knowledge.

Social Safety & Wellbeing

Social safety in education refers to an environment in which students and staff feel respected, seen, and free to express themselves without fear of exclusion, discrimination, or intimidation. It is closely tied to mental wellbeing, and essential for fostering learning, trust, and personal development—especially in diverse classrooms.

Educators might ask:

How do I know whether my students feel safe, included, and supported?
What is my role in preventing or addressing exclusion, microaggressions, or power imbalances?
How can I contribute to a socially safe classroom or department culture?

In higher education, social safety involves more than following rules—it’s about actively shaping a learning and working climate where all people, especially those from marginalized groups, feel welcome and protected. This includes attention to:

Power relations (e.g. teacher-student, supervisor-PhD candidate)
Psychological safety (the ability to speak up without fear)
Institutional structures that either support or hinder wellbeing

In order to create and sustain an environment characterized by social safety, the following aspects should be considered:

Early intervention and prevention (e.g. clear procedures, trusted support staff)
Awareness of invisible stressors (e.g. pressure, marginalization, study delays)
Inclusive communication and feedback practices
Peer networks and safe reporting channels

Internationalization

Internationalisation in higher education goes beyond attracting international students—it involves creating learning environments where cultural diversity becomes an asset to the educational experience. It is one aspect of diversity, but critical to trust-building, networking, collaboration, and, in extension, learning. Central to this is the development of intercultural competence: the ability to navigate, communicate, and collaborate effectively across cultural differences in educational and professional contexts.

This section attempts to answer to FAQ(s) such as:

What kinds of cultural assumptions shape how students learn and participate?
How can I design teaching and group work that supports students from different cultural and linguistic backgrounds?
What skills do I need to teach effectively in culturally diverse classrooms?

Intercultural competence refers to the ability to communicate respectfully and effectively with people from different cultural backgrounds, and to reflect critically on one's own cultural assumptions. In education, this includes being aware of how culture influences expectations around:

Learning and teaching styles
Authority and hierarchy
Participation and group work
Feedback, conflict, and communication norms

Several foundational theories help us understand how cultures differ and how those differences play out in the classroom:

🔹 Hofstede’s Cultural Dimensions (1980–2010)

Hofstede identified six dimensions along which national cultures tend to vary:

Power Distance: acceptance of hierarchy vs. preference for equality
Individualism vs. Collectivism: personal autonomy vs. group loyalty
Uncertainty Avoidance: comfort with ambiguity vs. need for structure
Masculinity vs. Femininity: competitive vs. cooperative orientations
Long-term vs. Short-term Orientation: strategic planning vs. immediate goals
Indulgence vs. Restraint: freedom of expression vs. social norms

🔹 Edward T. Hall’s High-Context / Low-Context Cultures (1976)

Hall distinguished between:

High-context cultures (e.g., Japan, Arab countries): indirect communication, reliance on shared context, relationships matter
Low-context cultures (e.g., Germany, Netherlands, USA): direct communication, explicit instructions, facts over relationships

🔹 Erin Meyer’s Culture Map (2014)

Meyer built on earlier models to develop a tool used in global business and education. She identified eight scales for comparing cultures:

Communicating (high-context vs. low-context)
Evaluating (direct vs. indirect feedback)
Leading (egalitarian vs. hierarchical)
Deciding (consensual vs. top-down)
Trusting (task-based vs. relationship-based)
Disagreeing (confrontational vs. avoidance)
Scheduling (linear vs. flexible time)
Persuading (principles-first vs. applications-first)

For more information, you can also enroll in or access our course Diversity, Equity, and Inclusion: Designing Education Universally.

Communities

UT hosts DE&I communities, such as Th!nk with Pride, EQUITY, and WANT, where staff and students co-create an inclusive campus. Connect, collaborate, and help shape change.

UT communities supporting DE&I

COURSES & TRAINING

Deepen your understanding of inclusion by following our online course, Diversity, Equity, and Inclusion: Designing Education Universally, and the corresponding Professional Learning Trajectory

CONTACT INFORMATION

For questions or support regarding educational design, please feel free to reach out via the contact information provided below: