Conference Agenda

Topic

During the research workshop, we address how European higher education institutions can move beyond deficit-based models of human diversity and disability toward inclusive, rights-based, and pedagogically sustainable frameworks (Varga et al., 2021; Gallagher et al., 2004; Pollack, 2009; Armstrong, 2011; Doyle, 2020) that support diverse learners, including students with disabilities and neurodivergent students (Bjarnason, 2004; Moriña et al., 2020; Goodall et al., 2024; Márquez-González et al., 2025). Our contribution is grounded in recent empirical research examining educators’ and students’ perceptions of inclusive teaching and assessment practices (Tószegi, 2023, 2024), using the Inclusivity Tips for CHARM-EU Educators toolkit developed within the CHARM-EU European University Alliance (Fazekas, 2021; Fazekas–Vinkovits, 2023). The workshop highlights the toolkit’s capacity to function as a scalable and transversal instrument that can be adapted across institutional, national, and disciplinary contexts within the European Higher Education Area.

Research Questions

• How do educators and students across European higher education institutions perceive inclusive teaching, assessment, and learning support practices?
• To what extent do perceptions align with human rights–based and biopsychosocial models of human diversity, disability?
• How can institution-wide tools, such as the CHARM-EU Inclusivity Tips, support the transition from individual accommodations toward Universal Design–informed pedagogical approaches in a way that remains transferable and scalable across European contexts?

Theoretical Framework The discussion is situated at the intersection of the social dimension of European higher education, disability studies, and inclusive pedagogy (Bjarnason, 2004; Moriña et al., 2020; Goodall et al., 2024; Márquez-González et al., 2025). It draws on human rights and biopsychosocial models of disability, conceptualising inclusion as a dynamic and continuous process rather than a fixed outcome. The framework is further informed by Universal Design for Learning (UDL), (Rose et al, 2014) which emphasises proactive and flexible learning environments designed to benefit all learners. By challenging traditional special education paradigms, the workshop aligns with European policy commitments to equity, participation, and diversity, and underscores the need for pedagogical tools that can operate across systems and cultures. Methodological Approach Empirically, the workshop builds on mixed-method research conducted within a European university context, involving the adaptation and application of the CHARM-EU Inclusivity Tips as a research instrument. Quantitative data were collected through open and closed questions, including Likert-scale questionnaires completed by educators and students, complemented by qualitative insights from open-ended responses. The methodology includes cross-group comparison and scale validation, linking educator self-reflection with student perceptions of institutional inclusivity. The educator questionnaire consisted of 55 items organised under eight thematic pillars and was completed by lecturers at the University of Pécs (N = 108). Most items were evaluated using a Likert scale, supplemented by two multiple-choice questions and one open-ended question. Student responses were analysed using Likert-scale items embedded in the EBAV (University Acceptance Opinion Scale), validated in Hungarian as a student assessment tool (Losada Puente et al., 2021), based on the Index for Inclusion (Booth & Ainscow, 2002). The shared European toolkit enables methodological comparability, transferability, and scalability. Intended Purpose and European Dimension The workshop aims to foster dialogue among researchers, educators, and higher education leaders on how European alliances and cross-border collaborations can support inclusive transformation in teaching and learning. It addresses pathways toward Universal Design for Learning frameworks that effectively support diverse student populations (Fazekas, 2018; Bracken & Novak, 2019). Beyond individual accommodations, the CHARM-EU Inclusion Checklist enables educators to reflect systematically on their practice. Of particular significance is that a researcher from the University of Pécs adapted and further developed the toolkit, contributing a scalable pedagogical innovation. By situating local findings within a European alliance framework, the workshop highlights inclusion as a shared European responsibility and supports evidence-informed institutional change.