I-CARE Model: An innovative design for inclusive teaching

The role of higher education teachers is pivotal in guiding multicultural and multinational students through their academic journeys, from their first day on campus to graduation. This period is marked by significant personal growth, development, and the formation of lifelong friendships. However, students often face challenges such as difficulties in "settling in," feelings of isolation, and mental health struggles. To enhance students' well-being, it is crucial to prioritise their well-being within the educational framework, as it significantly impacts their post-academic lives. This paper explores the concept of well-being in education, drawing on the "therapeutic turn in education" and the New Economic Foundation's five well-being approaches: "keep learning," "connect," "be active," "take notice," and "be engaged." Contemplative pedagogy, which promotes mindfulness and connections between personal experiences and the world, is highlighted as a method to foster well-being and a sense of connection among students. The paper also addresses the importance of inclusion in teaching practices, a legal requirement under the Equality Act in the UK. It emphasizes the need for a revising mindset in teaching, akin to revising textbooks, to continually improve and adapt teaching methods to be more inclusive. The I-CARE model and Gibbs’ reflective cycle are proposed as frameworks for evaluating and implementing inclusive teaching practices. Recommendations from the UCL Equality, Diversity, and Inclusion guidelines are discussed to support the implementation of inclusive practices. These include recognizing personal responsibilities as educators, supporting students' diverse needs, and enhancing the curriculum with diverse perspectives. Interactive teaching methods are suggested to improve student engagement and peer-to-peer connections, fostering a sense of belonging and inclusivity. By adopting these approaches, higher education institutions can create an environment where all students feel valued and included, ultimately enhancing their academic and personal development. This piece explores inclusion as a vital aspect of teaching practice. It draws on scholarly literature to highlight the importance of selecting and evaluating changes to be implemented in educational settings. First, it discusses the concept of inclusion as depicted in academic literature. Then, it explains the motivation for choosing inclusion as an area for improvement. Finally, it proposes criteria for assessing inclusion as a change in professional practice.