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

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.