The landscape of higher education has undergone a profound transformation, characterised by increasing student diversity in terms of ability, race, ethnicity, socio-economic background, culture, gender identity, and neurodiversity. In response, the concept of inclusive education has moved from the periphery to the core of pedagogical discourse. This paper examines the evolving role of the "inclusive teacher" in modern universities. It argues that the inclusive teacher is not merely an implementer of accommodations but a transformative agent who designs learning environments where all students have equitable opportunities to succeed. The paper delineates the significance of this role, highlighting its impact on student engagement, academic achievement, social justice, and the preparation of graduates for a diverse world. It then systematically analyses the multifaceted challenges inclusive teachers face, including insufficient institutional support, the limitations of traditional curricula and assessment, lack of comprehensive training, and the inherent tensions in addressing diverse and sometimes conflicting needs. The paper concludes by proposing a holistic framework for supporting inclusive teachers, emphasising the need for institutional commitment, continuous professional development, and a shift from individual heroism to a shared culture of inclusion.
Inclusive Education, Higher Education Pedagogy, Universal Design for Learning (UDL), Diversity, Equity, and Inclusion (DEI), Teacher Identity, Differentiated Instruction, Institutional Barriers, Student Diversity, Social Justice
. The Role of an Inclusive Teacher in Modern Higher Education: Significance and Challenges. Indian Journal of Modern Research and Reviews. 2026; 4(1):196-198
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