Environment and Social Psychology

Equity, Diversity, Inclusion, Well-being, and Belonging in Education across the Disciplines

Submission deadline: 2024-05-30
Special Issue Editors

Special Issue Information

Dear colleagues,

    Inclusive education aims to create equity in educational settings for all students and educators, regardless of the challenges they may experience. In inclusive education, pedagogy, resources, and curricula are accessible to all learners, instruction is innovative and differentiated, teachers ensure that the diverse community of learners feels welcome and valued, and the individual learners receive vital support to develop their inborn and new talents and successfully achieve their goals.
    This special issue is an opportunity for discussing key issues and current trends in promoting inclusive education at all levels of education, regardless of disciplines and kinds of institutes.
    The issue hopes to bring together a diverse audience comprising academics, teacher educators, teacher-researchers, researchers, policymakers, and materials developers, who are keen on promoting and utilizing theory, research, and practice to make education more equitable, attractive, practical, inclusive, and innovative.
The aims of the special issue are as follows:

  • To offer a deeper understanding of diversity and inclusivity in education and the benefits and challenges they bring to the teaching-learning process.

  • To create a forum for sharing current and innovative practices that promote diversity and inclusivity in education

  • To reflect on current courses of study and the extent to which they integrate the constructs of diversity and inclusivity into their curricula and suggest improvements if need be.

  • To promote interdisciplinary research of particular relevance to diversity and inclusivity in education and, more specifically, to enable teacher-researchers to present their empirical findings about specific pedagogical questions they have investigated and academic researchers to not only showcase their findings but also enter into a dialogue about the implications of their studies for classroom practice.

  • To enable researchers and research scholars to exchange their experiences, discuss challenges, and promote new approaches to researching diversity and inclusivity in education.

    You are invited to submit a research article on equity, diversity, inclusion, well-being, and belonging in education in and across many disciplines.

    Your article may include, but not limited to, the following topics:

  • the teaching, learning, or voices of students from marginalized/minoritized groups

  • the teaching, learning, or voices of students with special educational needs

  • students'or teachers' unique experiences, voices, strategies, and behaviors

  • teacher experiences and reflections on enhanced support for student learning

  • current educational policies that promote diversity, inclusivity, equity, well-being, and belonging

  • inclusive curriculum, pedagogy, and assessment

  • assistive technologies, accessible resources, and diverse instructional materials in ways that are not commonly addressed before

  • critical pedagogy as connected to diversity and inclusivity

  • parental/family engagement with schools to promote inclusion

  • identity, gender, and equality

  • equity in the classroom and equitable pedagogy

  • respect for diversity and a sense of belonging in educational settings

  • student/teacher well-being and belonging

  • teacher beliefs, attitudes, and practices concerning diversity and inclusivity

  • teacher education and continuing professional development with diversity and inclusivity in mind

Dr. Dat Bao

Dr. Jennifer Yphantides

Dr. Gary Bonar

Guest Editors


equity; diversity; inclusion; well-being; belonging; education

Published Paper

Analysis of discursive patterns for curricular contextualization

Victor Arufe Giráldez;Richar Jacobo Posso-Pacheco;María Gladys Cóndor-Chicaiza;Jannet del Rocío Cóndor-Chicaiza;Bertha Susana Paz-Viteri;Alberto Sanmiguel-Rodríguez;Norma Amabilia Ortiz Bravo;
With the application of remote education due to the pandemic, Ecuadorian teachers contextualized the curriculum to the needs of their students. The objective was to analyse emerging dialogue patterns during the COVID-19 pandemic, focusing on teachers’ experiences and stories about their interaction with their students. The research was qualitative in which the method of indirect observation of the transcription of 73 semi-structured interviews with teachers from educational institutions in Ecuador was applied through the Zoom platform. To analyze the results, they were categorized and conceptualized following the triple pattern of dialogue and discourse proposed by Mehan in its three dimensions: initiation, response and evaluation. Three phases were established: construction of the final indirect observation instrument; quality control of the information so that there is no subjectivity through the agreement of the criteria of three research authors; and the interpretation of indirect observation through contextualization by curricular contents, methodological strategies and didactic resources. It is revealed that teachers demonstrated remarkable adaptation during the COVID-19 pandemic, focusing on emotional containment and creativity.