Inclusive STEM teaching in the European Union: relevant for our teachers, students and society.

Abstract

This study aimed to enhance the understanding of the influence of European Inclusion and Diversity workshop series on the knowledge, belief and practices of (student) teachers, as well as identifying the supporting and limiting factors of an online multinational workshop. Six teachers were interviewed, lectures were observed, and the assignments of participating teachers were analyzed. The category change in knowledge, belief and practices was divided into four groups; awareness, new ideas, confirmed ideas and intentions to try new practices. Awareness was reported most frequently and intentions to try new practices was reported the least. Additionally, the study examined mentions of underrepresented groups and the status of diversity to provide further support for findings on knowledge and beliefs. Post-interviews revealed an increase in mentions of underrepresented groups and a shift in the status of diversity from homogeneity and heterogeneity to heterogeneity and diversity. The results highlighted the multinational context as an important asset, although limiting factors such as the online environment and English language proficiency were also significant. This study shows the importance of fostering inclusivity in education, particularly through teacher education. However, there is a need for further information about the actions that are needed to enable educators to integrate inclusion into their practices, which is crucial for the long-term success of inclusive teaching.