Diversity, inclusivity, and professional learning in higher education: a global perspective

Background: The landscape of higher education (HE) is evolving into an interconnected global network, emphasising the significance of diversity and inclusivity in professional learning in the context of events such as the Pandemic, Crisis, and the rise of Artificial Intelligence (AI) in education. This is no exception to the UK HE. This research explores the intersectionality of diversity and inclusivity themes within the context of a global perspective, examining how internationalisation shapes professional learning experiences for individuals across diverse cultural contexts. As HE institutions strive to prepare professionals for an increasingly interconnected world, it becomes imperative to understand the complexities and opportunities associated with fostering diversity and inclusivity in professional learning environments (Advance HE, 2023; Daniels, 2017).

Method: To investigate this topic, a comprehensive literature review was conducted, synthesising existing research on diversity, inclusivity, and professional learning in the global higher education landscape. Additionally, qualitative interviews were planned with professionals, particularly early career educators from various cultural backgrounds, to gather firsthand perspectives (Denzin and Lincoln, 2011) on the challenges and opportunities associated with internationalisation in professional learning.

Findings: The study so far reveals a rich range of perspectives on professional learning, with cultural differences significantly influencing the experiences of individuals. Diversity was not only acknowledged but celebrated, contributing to a more holistic and well-rounded understanding of professional roles and responsibilities. While internationalisation brings about a number of benefits, including exposure to different teaching methodologies and a broader knowledge base, it also presents challenges. Language barriers, cultural misunderstandings, and varying expectations were identified as key obstacles that require thoughtful strategies to overcome. Findings emphasise the need for intentional efforts to create inclusive professional learning environments. Inclusive practices ranged from curriculum design that incorporates diverse perspectives to the establishment of mentorship programs that support the unique needs of professionals from underrepresented backgrounds. The literature highlights the significant advantages of a global perspective in educators' learning experiences. Exposure to diverse perspectives will not only enrich educators' understanding of their field but also enhance their ability to navigate a globalised workforce and contribute meaningfully to cross-cultural collaborations.

Implications: The implications of this study highlight the importance of revisiting curriculum design and pedagogical approaches in professional learning. Institutions must incorporate diverse perspectives and international experiences into their educational frameworks to prepare professionals for global challenges. Recognising the challenges posed by internationalisation, the study emphasises the need for robust support mechanisms. This includes language support, cultural sensitivity training, and mentorship programs tailored to the unique needs of professionals navigating internationalised learning environments. Institutions should reevaluate and update their policies to foster inclusivity and diversity. A global perspective on professional learning suggests that it is an ongoing, lifelong process. Institutions should encourage continuous professional development, providing resources and opportunities for professionals to engage with diverse perspectives throughout their careers. The findings and implications outlined in this study contribute to the ongoing discourse on how HEIs can best prepare professionals for success in an interconnected and diverse world.