Bridging research to practice: Transformative inclusive postsecondary training through a visual lens

Purpose This study explores how a postsecondary training on inclusive practices impacted participating faculty in: (1) supporting diverse learners and (2) removing barriers and creating accessible learning experiences for students with diverse learning needs in Hawai’i. Design/methodology/approach Using a case study approach through photovoice, focus groups and observations, we explored two faculty members’ experiences at a community college. Photovoice, a participatory method that blends photography with digital storytelling, allows for an in-depth analysis through visual narratives. Findings The participants’ photovoice highlighted the importance of creating inclusive course content, designing with diversity in mind and the importance of ongoing professional development. The findings highlight the value of intentional inclusive practices, cultural responsiveness and student agency in curriculum design and instruction. Through these efforts, both educators and leadership in higher education can cultivate the attitudes and skills to support students, including those with learning differences, fostering a university environment of belonging. Practical implications Key areas of focus include designing for diverse student needs, building student–teacher relationships and integrating culturally relevant pedagogy. Originality/value The photovoice captured participants’ experiences through visual narratives to include a diverse range of digital content, offering insights into their postsecondary experiences. Additionally, conducting this study at an Indigenous-serving community college offers a unique perspective on educators’ attitudes toward inclusion in a multicultural learning environment.