Conference Agenda

Major global developments, such as climate change, migration, rising inequalities and demographic shifts, have contributed to the significant diversification of communities and classrooms (Cerna et al., 2021; International Organization for Migration, 2020; OECD, 2016, 2019). The increasing diversity has important implications for education systems, and policy efforts have, in many national contexts, begun to focus on “closing the gap”, in terms of academic outcomes, between students from majority and minority backgrounds (Howard, 2019). The UN’s Sustainable Development Goal (SDG) 4 calls on the education community to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. Learning environments play an important role in realizing the SDG 4 goals. However, little is known regarding equitable and inclusive learning environments and how these environments can manifest and link to educational outcomes in contemporary education.

This symposium explores how, and to what extent, learning environments can contribute to creating more equitable and inclusive education futures for learners in formal education settings. Researchers from Australia, Ireland, the Netherlands and China draw on a range of theories and methodological approaches to interrogate how physical, psycho-social and pedagogical contexts in which learning occurs can support students to achieve their full educational potential and develop a sense of belonging and self-worth irrespective of their personal and social circumstances (Cerna et al. 2021). Our symposium will provide a preview of a selection of papers which will be part of a Special Issue to be published in the Learning Environments Research Journal in the last quarter of 2024.

The first paper focuses on physical school spaces. It offers critical insights into how inclusion was prioritised from the outset in the design of vertical secondary schools, a new type of school in Australia. The authors combine capability and salutogenic theories in their conceptualisation of ‘inclusion and thriving’ to explore the diverse experiences of students. Challenges and trade-offs in achieving inclusive facilities for all are illuminated, providing valuable insights for future educational infrastructure development.

The second paper explores ‘wellbeing’, a complex and contested concept which has gained growing attention in education and research in recent years. Using a participatory art-informed photovoice methodological approach, the author explores students’ perspectives and experiences of wellbeing, and of their schools’ wellbeing-related supports in Ireland.

The third paper describes and discusses a university-wide teaching and learning initiative, developed in the Netherlands, which aims to create a more inclusive learning climate for all students. The ‘Mixed Classroom’ model, which was designed to enhance teachers’ and students’ diversity literacy and to stimulate meaningful interactions within classrooms, will be described and experiences with its implementation discussed.

The fourth paper focuses on inclusive pedagogies and, specifically, teachers’ conceptions and skills regarding differentiated instructions in China. The authors of the study used a variety of quantitative tools as well as in-depth interviews to explore the relationships between student teachers’ conceptions of diversity, equity and inclusion, their behavioral intentions, and pedagogical practices. Drawing on their findings they make recommendations for strengthening teacher professional development for more inclusive pedagogical spaces.

Following the four paper presentations, the lead editor of the special issue will discuss and interrogate theoretical perspectives and research findings to illustrate important areas for consideration, challenges and opportunities regarding the conceptualisation and realisation of safe, inclusive and equitable learning environments. Core strands of the learning environments literature as well as the most widely used learning environment measurement tools will be reviewed (Fraser, 2023) to identify and critically discuss how equity issues have been positioned and conceptualised in this body of work so far, and how these conceptualisations may benefit from further development and expansion in the future.

Schools that remain unchanged for decades influence whether generations of young people feel included and can access educational entitlements. Physical spaces communicate who was imagined as inhabiting the spaces as learners and what kind of pedagogic choices and meaningful learning would happen. Attending to how inclusion was prioritised from the outset in the design of new vertical secondary schools can inform future builds. So too can attending to the lived experiences of students to understand how these inclusive aspirations were and were not yet being achieved. For individuals and groups, particularly those identifying as a marginalised or minority group, living with disability, identifying as gender nonconforming, or someone from a non-majority cultural or religious background, infrastructure that may be largely considered ‘inclusive’ for most, may also be experienced as exclusionary for those who do not fit within the assumptions about what inclusive facilities require. To attend to diverse experiences, inclusion is uniquely conceptualised in this study as combining capability and salutogenic theories. Capability acknowledges that an individual’s right to choose a life they value is more likely to be achieved when people can be, feel, and do things to achieve those valued aspirations with the resources in their environment (Sen, 1985). The salutogenic potential of school environments (Antonovsky, 1996, Franz 2019) including ease of navigation within the built environment (comprehensibility), full participation (manageability), and links to purposeful life choices (meaningfulness) informed the data analysis. Vertical schools, a new type of school in Australia, provide the context for this study. These multi-storey schools in urban settings occupy significantly smaller areas of land than traditional ‘horizontal’ schools. They differ sufficiently from traditional schools to require and enable new ways of thinking. Aspirations for inclusion that were designed into three vertical high schools from the outset are outlined alongside data from over 200 Year 8 students about their experiences as learners in these environments. Student annotated maps were analysed alongside architect and educational leader interviews in a qualitative thematic process. Particular attention was paid to data from students whose experience was not the same as others. Inclusive environments were evident when they were authentic, made sense and were easy to manage. Aspects where students had to work harder to manage the learning or themselves in the environment resulted in students making trade-offs between competing aspects of wellbeing and inclusion, a challenge in achieving SDG4a, where facilities need to be inclusive for all.

Antonovsky, A. (1996). The salutogenic model as a theory to guide health promotion. Health promotion international, 11(1), 11-18. Franz, J. (2019). Designing ‘Space’for Student Wellbeing as Flourishing. School spaces for student wellbeing and learning: Insights from research and practice, 261-279. Sen, A. (1985). Well-being, agency and freedom: The Dewey lectures 1984. The Journal of philosophy, 82(4), 169-221.

Wellbeing is a multifaceted, complex and contested concept (Svane et al., 2019) that has gained increased attention and become more visible in education and research in recent years. With a greater focus on young persons’ wellbeing in Ireland (NCCA, 2021), this study supports efforts to nurture wellbeing in school by deepening our understanding of the multiple perspectives held by students regarding wellbeing. The participatory art-informed approach to this study aims to gain insights into the students’ perspectives and experiences of wellbeing, and into how young people perceive that their school supports their wellbeing. Photovoice is used as a reflective tool for students to explore what supports their wellbeing in their school context and as a tool for collaboration with teachers and other stakeholders. The participatory approach in itself aims to foster wellbeing, relationships and connectedness. Consistent with one of the overarching purposes of arts-informed research, it is an explicit intention of this study to reach audiences such as parents, students, and management boards. First-year student wellbeing was explored using photos and narratives from 43 student participants. The data was analysed using thematic analysis (Braun and Clarke, 2006). The participatory study design aimed to strengthen student voice and agency throughout the research process; a Children’s Research Advisory Group (CRAG) was involved in each step of the research process including with presenting findings which informed their own school-improvement plan and wellbeing programme. Six students volunteered for the CRAG. The research explores the potential power of images to access young people’s emotional stories and experiences of wellbeing, agency and belonging in school and will support professional development of teachers both at individual and whole-school level. This study demonstrates the significant and rich insights young people can provide when given voice. It highlights the impact relationships and connectedness have on student wellbeing and suggests areas for development that reflect student wellbeing in its complexity. The research concludes with recommendations regarding approaches that can assist schools in amplifying student voice, engendering greater agency, and contributing to decision making for an improved school environment.

Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design, Cambridge, Harvard University Press. Byrne, D., Carthy, A. & Mc Gilloway, S. (2020). A review of the role of school-related factors in the promotion of student social and emotional wellbeing at post-primary level. Irish Educational Studies, 39, 439-455. DES (2018). Wellbeing policy Statement and Framework for Practice 2018-2023. Dublin: DES. Graham, A., Powell, M. A. & Truscott, J. (2016). Facilitating Student Well-Being: Relationships Do Matter. Educational Research, 58, 366-383. Lundy, L. (2007). "Voice" is not enough: conceptualising Article 12 of the United Nations Convention on the Rights of the Child. British Educational Research Journal, 33, 927-942. NCCA (2021). Junior Cycle Wellbeing Guidelines 2021, Dublin, NCCA. Smyth, E. & Darmody, (2021). Risk and protective factors in adolescent behaviour: The role of family, school and neighbourhood characteristics in (mis)behaviour among young people. ESRI Research Series. Dublin: ESRI. Svane, D., Evans, N. & Carter, M. (2019). Wicked wellbeing: Examining the disconnect between the rhetoric and reality of wellbeing interventions in schools. Australian Journal of Education, 63, 209-231. Wang, C. & Burris, M. (1997). Photovoice: Concept, Methodology, and Use for Participatory Needs Assessment. Health Education & Behavior, 24, 369-387.

Educational systems, including higher education, are not yet level playing fields (Taylor et al., 2020; UNESCO, 2020). Also, within the Dutch context, higher education is characterized by inequality in terms of access, study success and belonging. Students with minority identities drop out more often, study longer, have lower levels participation, and experience lower levels of belonging (Wekker et al., 2016; Waldring et al. 2020). They are underserved in the current education systems. It is urgent to make education more equitable. However, Equity, Diversity and Inclusion approaches often focus on minority students. They aim to support them in closing gaps in terms of academic skills, and intend to familiarize them with the dominant university norms and codes (Essed, 2008). Inclusive education involves institutional transformation towards inclusive excellence, which is based on learning environments and pedagogies that are attuned to the varying needs, talents, and worldviews of every student, and brings out academic excellence in every student. But building on diversity this way requires deep levels of awareness of teachers and institutions. It can be quite abstract to translate into practical teaching interventions (see also Salazar et al., 2010). It is not easy to establish inclusive classroom environments, especially in polarized times like these. Students in our universities do not always feel safe to express themselves, and sometimes experience microaggressions or racism in class (Waldring et al., 2020; Slootman et al., 2023). Teachers often feel unequipped to manage heated discussions (Müftügil-Yalcin et al., 2023). The VU Mixed Classroom Educational Model provides a way to enhance an equitable learning environment that fosters inclusive excellence. Teachers in Higher Education can establish an inclusive learning environment by building on different perspectives and talents in the classroom. This can be a challenging process. In this article, we offer practical guidance by offering a vision, strategies, and examples of learning activities for various (online/offline, larger/smaller) classroom settings. We also explain the process of development and implementation. The model, developed at the Vrije Universiteit Amsterdam, unpacks three phases in classroom dynamics that lead towards an end goal: creating inclusive learning environments to educate future academics and professionals who are capable of building on differences between themselves and others, using different perspectives in resolving complex problems.

Essed, P. (2008). Cloning cultural homogeneity while talking diversity: Old wine in new bottles in Dutch organizations. Transforming Anthropology, 11(1), 2–12. https://doi.org/10.1525/tran.2002.11.1.2 Müftügil-Yalcin S, Brodsky NW, Slootman M, Das A, Ramdas S. Managing “Hot Moments” in Diverse Classrooms for Inclusive and Equitable Campuses. Education Sciences. 2023; 13(8):777. https://doi.org/10.3390/educsci13080777 Salazar M. C., Norton A. S., & Tuitt F. A. (2010). Weaving promising practices for inclusive excellence into the higher education classroom. To improve the Academy, 28(1), 208–226. https://doi.org/10.1002/j.2334-4822.2010.tb00604.x Slootman, M., Korthals Altes, T., Domagała-Zyśk, E., Rodríguez-Ardura, I., & Stanojev, I. (2023). A handbook of e-inclusion. Building capacity for inclusive higher education in digital environment. Published Online. Accessible from https://einclusion.net/project-outputs/handbook-for-inclusive-digital-education/ Taylor, M., Turk, J. M., Chessman, H. M., & Espinosa, L. L. (2020). Race and ethnicity in higher education: 2020 supplement. Washington, DC: American Council on Education. http://www.equityinhighered.org/wp-content/uploads/2020/11/REHE-2020-final.pdf UNESCO. (2020). Global Education Monitoring Report 2020: Inclusion and education: All means all. Paris, UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000373718 Waldring, I., Labeab, A., van den Hee, M., Crul, M., & Slootman, M. (2020). Belonging@VU. Amsterdam: VU Wekker, G., Slootman, M. W., Icaza, R., Jansen, H., & Vazquez, R. (2016). Let’s do diversity. Report of the University of Amsterdam Diversity Commission. Amsterdam: University of Amsterdam.

In recent decades, there has been a global commitment to diversifying the teaching profession, to integrating diverse perspectives into curricula, and to establishing comprehensive diversity and equity plans (Keane et al., 2022). This trend is particularly pertinent due to the increasing diversity of student populations worldwide, including in relation to age, sexual orientation, physical and mental ability, socio-economic status, and political perspectives (Cerna et al., 2021). China, for instance, has witnessed a marked increase in student diversity, highlighting the prevalent issue of educational inequity. Teachers are central to addressing equity challenges, necessitating a paradigm shift in teacher training programs (Florian & Camedda, 2020). However, many student teachers are insufficiently prepared to teach diverse student populations, primarily due to limited understanding and commitment to diversity, equity, and inclusion (DEI) (e.g., Chubbuck, 2007). Even those with positive DEI orientations often exhibit gaps between their conceptions, intentions, and actual practices (Lee, 2011). Additionally, teachers tend to rely on traditional teaching strategies rather than active and experiential approaches suitable for diverse classrooms (Mills & Ballantyne, 2016). Notably, teachers often lack proficiency in differentiated instruction, a crucial skill for addressing DEI issues and fostering equitable learning environments (Maulana et al., 2023). To bridge these gaps, student teachers must develop a cohesive repertoire of DEI conceptions, behavioral intentions, and practices. However, the current research on the interrelationships between these teacher factors is insufficient (Mills & Ballantyne, 2016). It remains unclear how these factors can be nurtured in a consistent and mutually reinforcing manner, and how teacher education programmes can facilitate cost-effective training and comprehensive professional development. This study investigates the connection between student teachers' diversity conceptions and their differentiated instruction practices in secondary education. It employs various instruments, including the Munroe Multicultural Attitude Scale Questionnaire (MASQUE), to assess conceptions towards diversity and inclusion. The My Teacher Questionnaire was used to evaluate differentiated instruction skills from students' perspectives (Maulana & Helms-Lorenz, 2016). In-depth interviews elicited student teachers' reflections on their teacher education experiences. The sample includes 192 student teachers and 1201 students from various Chinese teacher education programs. Multilevel SEM modeling explored associations between these teacher factors. Content analysis identified patterns in teacher education components influential for these teacher factors and teachers' recommendations for enhancement. This study contributes to addressing educational inequity by emphasizing the alignment of teachers' conceptions with effective differentiated instruction to promote equitable learning environments, offering insights for reimagining teacher education programs.

Cerna, L., Mezzanotte, C., Rutigliano, A., Brussino, O., Santiago, P., Borgonovi, F., & Guthrie, C. (2021). Promoting inclusive education for diverse societies: A conceptual framework. Chubbuck, S. M. (2007). Socially just teaching and the complementarity of Ignatian pedagogy and critical pedagogy. Christian Higher Education, 6(3), 239-265. Florian, L., & Camedda, D. (2020). Enhancing teacher education for inclusion. European Journal of Teacher Education, 43(1), 4-8. Keane, E., Heinz, M., & Mc Daid, R. (Eds.). (2022). Diversifying the Teaching Profession: Dimensions, Dilemmas and Directions for the Future. Taylor & Francis. Lee, Y. A. (2011). What Does Teaching for Social Justice Mean to Teacher Candidates?. Professional Educator, 35(2), n2. Maulana, R., & Helms-Lorenz, M. (2016). Observations and student perceptions of the quality of preservice teachers’ teaching behaviour: Construct representation and predictive quality. Learning Environments Research, 19(3), 335–357. Maulana, R., Helms-Lorenz, M., Moorer, P., Smale-Jacobse, A., & Feng, X. (2023). Differentiated Instruction in Teaching from the International Perspective: Methodological and empirical insights. University of Groningen Press. Mills, C., & Ballantyne, J. (2016). Social justice and teacher education: A systematic review of empirical work in the field. Journal of Teacher Education, 67(4), 263-276.