Stubborn silos between pedagogy and space planning limit inclusive higher education learning environments

This research explores lecturers' perceptions of fostering inclusion within higher education learning environments and the challenges they face in adapting to meet these expectations. An exploratory case study employing a qualitative approach was undertaken which utilized semi-structured interviews and a thematic analysis. Twelve lecturers were interviewed from diverse disciplines across an Irish university, including STEM, Social Sciences, Health, Arts and Business. The main themes that emerged were a) Considerations of Inclusion in the context of the learning environment b) Restrictions and difficulties within learning environments in terms of inclusion c) Strategy required to adapt to inclusion needs. Additional sub-themes within these are also examined. Findings reveal that lecturers acknowledged their responsibilities in promoting student inclusion supported by staff Continuous Professional Development (CPD). However, it was also evident that the learning environments available to lecturers have not evolved in parallel to advances in the profession. The time and planning required for deliberate inclusive teaching activities emerged and this work had to consider the space in which the activities would be delivered. These spaces were often considered inadequate. Participants expressed frustration at the persistent silos between academic staff and those managing facilities, underscoring the need for cross-functional collaboration. While situated within the Irish higher education context, the findings are transferable to universities internationally, particularly those seeking to align inclusive pedagogical practices with flexible, student-centered spatial design.