Dr Mohammad Fteiha, Abu Dhabi University, reflects on practical approaches to inclusive education and supporting diverse learners in higher education.
Inclusive education is no longer an aspiration – it is a strategic imperative for institutions committed to delivering high-quality learning experiences. Across schools and universities, the growing diversity of student populations requires a deliberate shift in how teaching, support, and institutional systems are designed. The challenge is not simply to include students, but to ensure that inclusion is meaningful, consistent, and sustainable.
In my role as Director of Al Ain Campus and Director of the Center for Faculty Development and Learning Innovation at Abu Dhabi University, I have led institutional efforts to embed inclusive education as a core component of teaching and learning. This work has focused on moving beyond policy statements towards practical, scalable approaches that influence both faculty practice and the student experience across programs.
While many institutions have made significant progress in widening access – particularly for students of determination – access alone does not equate to inclusion. Through our institutional work, we have reframed inclusion around three key principles: ensuring that students feel a sense of belonging, are able to actively engage in learning, and are supported to achieve their full potential. This has required a shift away from standardised teaching approaches towards more flexible, responsive, and student-centred practices.
A key area of impact has been the integration of inclusive teaching strategies within faculty development. Through structured professional development initiatives aligned with Advance HE frameworks, we have supported faculty in adopting approaches such as differentiated instruction, inclusive assessment design, and accessible learning materials. These initiatives have been implemented at scale, ensuring consistency across disciplines rather than isolated pockets of practice.
The impact of this work has been both measurable and observable. We have seen increased student engagement, particularly among learners who previously experienced barriers to participation. Faculty report greater confidence in supporting diverse learners, and there has been a noticeable shift in how teaching is designed – moving from content delivery to inclusive learning design. Importantly, these changes have contributed to more equitable learning outcomes, reinforcing the value of embedding inclusion at a systemic level.
A critical lesson from this work is that inclusion cannot be achieved through individual effort alone. It requires coordinated institutional structures. As part of our approach, we have strengthened collaboration between faculty, guidance counsellors, student support services, and leadership teams. Guidance counsellors, in particular, play a pivotal role as advocates and connectors, ensuring that students are supported holistically throughout their educational journey – from entry to progression and beyond.
Beyond the institution, this work aligns with national priorities in the UAE to promote inclusive and accessible education, particularly within the broader agenda for supporting People of Determination. By contributing to conferences, professional development initiatives, and cross-institutional collaborations, we aim to extend the impact of this work beyond Abu Dhabi University and support wider sector development.
Several key lessons have emerged from leading this work at scale. First, inclusion must be treated as an ongoing institutional priority rather than a one-time initiative. Second, sustainable change is achieved through embedding inclusive practices within systems, not relying on individual champions. Third, listening to student voices is essential in shaping effective and responsive support. Finally, inclusive practices enhance the learning experience for all students, not only those with identified needs.
As higher education continues to evolve, the responsibility of institutions is clear: inclusion must be intentionally designed, strategically led, and continuously evaluated. The true measure of success is not how many students gain access to education, but how effectively institutions enable them to succeed.
This raises an important question for all of us working in higher education: What strategic actions can we take within our institutions to ensure that inclusion is not only a principle we endorse, but a practice we consistently deliver?
Dr Mohammad Fteiha is Director of Al Ain Campus and Director of the Center for Faculty Development and Learning Innovation at Abu Dhabi University. He is an Associate Professor of Special Education and a Principal Fellow of Advance HE, with expertise in inclusive education and faculty development.
