Experiences of Implementing Inclusive Teaching Strategies in Higher Education

The paper explores perceptions and practices regarding the implementation of inclusive teaching strategies in higher education in the Republic of Moldova within an educational context shaped by diversity and structural change. The primary objective of the study is to assess the level of awareness and appreciation of inclusive strategies among managerial staff, teaching personnel, and students, as well as to identify the specific contexts and associated benefits of such approaches. A quantitative research methodology was employed, utilizing a structured questionnaire administered to a sample comprising representatives of all three groups. The collected data reveal a predominantly positive perception of inclusive strategies, particularly in situations involving students’ temporary difficulties or limited access to educational resources. The findings underscore the need for a proactive approach characterized by flexibility, collaboration, creativity, and responsiveness to individual needs. The study also presents a series of good practices endorsed by respondents, which may serve as valuable references for the institutionalization of inclusion within the university setting.