Exploring a transformational learning experience for future educators in diversity, equity, and inclusion

Abstract Diversity, equity, and inclusion (DEI) continue to be essential elements within successful education. Inherently, educators are at the forefront of facilitating DEI‐focused learning spaces at all levels. Thus, programs preparing future educators must include attention to DEI. The current study explored the growth of future educators in DEI during a one‐credit, undergraduate college course. Using a latent projective content analysis, pre‐course and post‐course surveys from students were analyzed for emergent themes. Findings suggest engagement in the course was associated with students more intentionally honoring differences among learners, being more critically aware of their personal biases, seeing DEI as beyond important, and feeling more efficacious implementing DEI practices. These observations suggest the one‐credit course was a transformational learning experience. Therefore, authors suggest educator‐development programs offer similar experiences for the betterment of all education systems.