The Faculty of Humanities and Social Sciences (FHSS) recently hosted its second workshop on inclusive teaching, led by Faculty EDI Officer Dr Thomas William Whyke from the School of International Communications, Dr Candace Veecock from the School of Education and English, and Joy Edmondson from the Centre for English Language Education (CELE). The workshop drew participants from various schools within the faculty as well as the International Studies (IS), International Communications (IC), and Language Centre (LC), demonstrating the faculty’s growing commitment to enhancing inclusive education practices within the Sino-foreign university context.

The workshop began by exploring the fundamental concepts of Equity, Diversity, and Inclusion (EDI) and their crucial role in higher education. Under the guidance of the facilitators, participants examined how these principles contribute to creating a more accessible and equitable learning environment that benefits all students, regardless of their background or learning needs.

A significant portion of the workshop focused on the Inclusive Teaching Guide, providing faculty members with practical strategies and resources to implement inclusive practices in their classrooms. This guide serves as a valuable reference tool for educators working in the unique context of Sino-foreign education, where cultural diversity adds another important dimension to inclusive teaching considerations.

The session addressed various challenges and opportunities in developing an inclusive curriculum, encouraging participants to share their experiences and solutions. Special attention was given to disability and accessibility issues, highlighting the importance of accommodating different learning needs and ensuring equal access to education for all students.

Such workshops are particularly valuable in the Sino-foreign educational context, where educators must navigate multiple cultural perspectives, learning styles, and educational traditions. They provide essential opportunities for cross-departmental collaboration and knowledge sharing, helping faculty members develop more culturally responsive and inclusive teaching methods that bridge potential gaps between different educational approaches and student expectations.

This initiative further reflects UNNC’s institutional commitment to fostering an inclusive learning environment that celebrates diversity and ensures equal educational opportunities for all students in the unique setting of Sino-foreign higher education.