Inclusivity in virtual teaching: an exploration of inclusive practices in virtual teaching at Bangladesh

Abstract

The objective of this research was to study the inclusive practices introduced and maintained during synchronous virtual teaching and learning at the tertiary level. A qualitative approach has been adopted to conduct the study. As noticed through the progression of data collection and analysis the teachers and students are keen towards the promotion of inclusivity at the tertiary level. They feel such practices would be conducive to the overall teaching-learning culture of the country and their respective educational institutions. As for the participants, the teachers unanimously approve of different inclusive practices while the students feel a sense of belonging in the classrooms where these are incorporated. However, there are some barriers to the promotion of this concept at the tertiary level. The barriers include interference from the administration, lack of training in inclusive practices and the mindset of students. While coming the recommendations, the teachers had some recommendations such as more emphasis on inclusivity by institutional administration, incorporation of inclusive practices from the primary and higher secondary levels of education and training frameworks established to promote such practices.