EXPLORING THE STATE OF SOCIAL INCLUSION IN HIGHER EDUCATION: STUDENTS’ PHENOMENOLOGICAL EXPERIENCES
DOI:
https://doi.org/10.17770/eid2025.1.8368Keywords:
Social inclusion, Decolonisation, Social Justice, Higher Education, Phenomenological ExperiencesAbstract
Calls for a decolonised and socially inclusive higher education in the last decade have led to the adoption of the Policy Framework for the Realisation of Social Inclusion in Post-School Education and Training System. However, due to the reluctant implementation of this policy and defiance to these calls, higher education remains fundamentally biased and unequal. Given the forgoing submission, this phenomenological study explored the state of social inclusion in higher education. Quantitative data was obtained from sixty student teachers using a questionnaire and analysed using descriptive statistics. For triangulation and validation purposes, focus group interviews were used to collect qualitative data which was analysed using content and thematic techniques. The findings demonstrate that while there has been increased awareness about the issues of social justice, social inclusion, equity, and equality in higher education, more still needs to be done to realise real, meaningful transformation which will deliver the envisaged social inclusion. Therefore, the study calls for government intervention and various organisations to closely monitor and enforce transformation. The study further recommends regular oversight visits to interview students about social inclusivity and anonymous online surveys in which students rate specific indicators of social inclusivity using a Likert scale.
References
Abamosa, J. Y. (2021). Social inclusion of refugees into higher education: policies and practices of universities in Norway. Educational Review, 75(6), 1181–1201. https://doi.org/10.1080/00131911.2021.2009443 DOI: https://doi.org/10.1080/00131911.2021.2009443
Allman, D. (2013). The sociology of social inclusion. Sage Open, 3(1), 2158244012471957. DOI: https://doi.org/10.1177/2158244012471957
Al-Qaysi, N., Mohamad-Nordin, N., & Al-Emran, M. (2021). Developing an educational framework for using whatsapp based on social constructivism theory. In Recent Advances in Intelligent Systems and Smart Applications (pp. 243-252). Springer, Cham DOI: https://doi.org/10.1007/978-3-030-47411-9_14
Altes, T. K., M. Willemse, S. L. Goei, and M. Ehren. 2024. “Higher Education Teachers’ Understandings of and Challenges for Inclusion and Inclusive Learning Environments: A Systematic Literature Review.” Educational Research Review 43: 1–16. https://doi.org/10.1016/j.edurev.2024.100605. DOI: https://doi.org/10.1016/j.edurev.2024.100605
Atanasova, D., & Papen, U. (2025). UK University teachers on inclusive education: conceptualizations, practices, opportunities and challenges. Studies in Higher Education, 1–12. https://doi.org/10.1080/03075079.2025.2455431 DOI: https://doi.org/10.1080/03075079.2025.2455431
Basit, T. N., & Tomlinson, S. (Eds.). (2012). Social inclusion and higher education (1st ed.). Bristol University Press. https://doi.org/10.2307/j.ctt1t891n1 DOI: https://doi.org/10.46692/9781847427984
Berg. B., & Lune. H. (2012). Qualitative Research for the Social Sciences. Boston, MA: Pearson International Edition.
Boughey, C., & McKenna, S. (2021). Understanding higher education: Alternative perspectives (p. 172). African Minds. DOI: https://doi.org/10.47622/9781928502210
Chaka, C. (2024). Multilingualism, translanguaging, diversity, equity, social justice, and activism: A tenuous nexus and misrepresentations? International Journal of Language Studies, 18(1), 7-28. https://doi.org/10.5281/zenodo.10468173
Chaka, C., Shange, T., Ndlangamandla, S. C., & Shandu-Phetla, T. (2024). Editorial. International Journal of Language Studies, 18(1), 1-6. https://doi.org/10.5281/zenodo.10468102
Cohen. L., Manion., & Morrison, K. (2017). Research Methods in Education. London. Taylor &Francis Ltd. Routledge. DOI: https://doi.org/10.4324/9781315456539
Coombs, T., Nicholas, A., & Pirkis, J. (2013). A review of social inclusion measures. Australian & New Zealand Journal of Psychiatry, 47(10), 906-919. DOI: https://doi.org/10.1177/0004867413491161
Creswell, J. W. (2013). Qualitative Inquiry and Research Design. Choosing Among Five Approaches. SAGE.: London.
Denzin, N. K. & Lincoln, Y. S. (2011). Introduction; The discipline and practice of qualitative research. The SAGE. handbook of qualitative research. Thousand Oaks, CA: SAGE
Gale, T., & Hodge, S. (2017). Just imaginary: Delimiting social inclusion in higher education. In Neoliberalism and Education (pp. 56-77). Routledge. DOI: https://doi.org/10.4324/9781315646411-6
Geels, F. W. (2020). Micro-foundations of the multi-level perspective on socio-technical transitions: Developing a multi-dimensional model of agency through crossovers between social constructivism, evolutionary economics and neo-institutional theory. Technological Forecasting and Social Change, 152, 119894. https://doi.org/10.1016/j.techfore.2019.119894 DOI: https://doi.org/10.1016/j.techfore.2019.119894
Gidley, J., Hampson, G., Wheeler, L. (2010). From Access to Success: An Integrated Approach to Quality Higher Education Informed by Social Inclusion Theory and Practice. High Educ Policy 23, 123–14. https://doi.org/10.1057/hep.2009.24 DOI: https://doi.org/10.1057/hep.2009.24
Shava, Chasokela, D., & Mangena, A. (2024). Barriers to Access, Equity, Success and Inclusion to Higher Education, the Zimbabwean Context. Acta Scientific COMPUTER SCIENCES Volume, 6(5).
Gupta, T. D., and B. Gomez. 2024. “International Students and Equity, Diversity and Inclusivity (EDI) in Canadian Universities.” In International Students from Asia in Canadian Universities: Institutional Challenges at the Intersection of Internationalization, Racialization and Inclusion, Routledge, edited by A. Kim, E. Buckner, and J. M. Montsion, 72–85. New York: Routledge. DOI: https://doi.org/10.4324/b23160-7
Haktanir, A., Watson, J. C., Ermis-Demirtas, H., Karaman, M. A., Freeman, P. D., Kumaran, A., & Streeter, A. (2021). Resilience, Academic Self-Concept, and College Adjustment Among First-Year Students. Journal of College Student Retention: Research, Theory & Practice, 23(1), 161-178. https://doi.org/10.1177/1521025118810666 DOI: https://doi.org/10.1177/1521025118810666
Hayes, A., Gray, M., & Edwards, B. (2008). Social inclusion: Origins, concepts and key themes. Canberra: Social Inclusion Unit, Department of the Prime Minister and Cabinet.
Hughes, K. (2014). The social inclusion meme in higher education: are universities doing enough? International Journal of Inclusive Education, 19(3), 303–313. https://doi.org/10.1080/13603116.2014.930518 DOI: https://doi.org/10.1080/13603116.2014.930518
Hwang, J., & Jeong, H. (2021). Re-Conceptualizing Meaningful Work from The Social Constructivism. Actes de, 275.
Jabeen, A., & Khan, S. A. (2022). Economic growth, social inclusion, and environmental protection: assessing the existence of green growth in Pakistan. Environmental Science and Pollution Research, 29(44), 66675-66688. DOI: https://doi.org/10.1007/s11356-022-20467-9
Jia, L., R. Tan, and M. Santi. 2024. “Teachers’ Understanding of Inclusive Education: Comparing Perspectives in China and Italy.” Asia Pacific Journal of Education 44 (2): 503–515. DOI: https://doi.org/10.1080/02188791.2022.2066628
Knapp, N. F. (2019). The shape activity: Social constructivism in the psychology classroom. Teaching of Psychology, 46(1), 87-91. https://doi.org/10.1177%2F0098628318816181 DOI: https://doi.org/10.1177/0098628318816181
Kottmann, A., Vossensteyn, J. J., Kolster, R., Veidemane, A., Blasko, Z., Biagi, F., & Sánchez-Barrioluengo, M. (2019). Social inclusion policies in higher education: Evidence from the EU. Overview of major widening participation policies applied in the EU. Publications Office of the European Union. DOI, 10, 944713.
Kwok, A. O., & Treiblmaier, H. (2022). No one left behind in education: blockchain-based transformation and its potential for social inclusion. Asia Pacific Education Review, 23(3), 445-455. DOI: https://doi.org/10.1007/s12564-021-09735-4
Langeveldt, D. C., & Pietersen, D. (2024). Decolonising AI: A critical approach to education and social justice. Interdisciplinary Journal of Education Research, 6(s1), 1-9. https://doi.org/10.38140/ijer-2024.vol6.s1.07 DOI: https://doi.org/10.38140/ijer-2024.vol6.s1.07
Leathern. R., (2025). Afrikaans-only university in South Africa set to double in 2025. Accesed at : https://www.thesouthafrican.com/education/afrikaans-only-university-in-south-africa-double-2025 on 24 January 2025
Lemon, N., (2024). “Unmasking well-being: Voices redefining self-care and well-being in higher education”, in N. Lemon (ed.), Prioritising well-being and self-care in higher education: How we can do thing differently to disrupt science, 1st edn., Routledge, New York, NY. DOI: https://doi.org/10.4324/9781003457510-1
Lincoln, Y. S., Lynham, S. A. & Guba, E. G. (2011). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds) The SAGE handbook of qualitative research. Thousand Oaks, CA: SAGE.
Lombardo, E., & Kantola, J. (2021). Social constructivism. In The Routledge Handbook of Gender and EU Politics (pp. 43-55). Routledge. http://dx.doi.org/10.2307/j.ctvdf0cv9.9 DOI: https://doi.org/10.4324/9781351049955-5
Mampaey, J. (2017). “An Organisational Perspective on Social Exclusion in Higher Education: A Case Study”. Education As Change 21 (3):19 pages. https://doi.org/10.17159/1947-9417/2017/1492. DOI: https://doi.org/10.17159/1947-9417/2017/1492
Mapuya, M. (2024). Exploring the contribution of decolonisation epistemologies: Promoting social justice in accounting education. International Journal of Language Studies, 18(1), 131-155. https://doi.org/10.5281/zenodo.10468331
Mapuya, M., (2023). Exploring social justice issues that inform the 21st-century curriculum in higher education: Lecturers’ voices and experiences. Research in Educational Policy and Management 5(3), 108–127. https://doi.org/10.46303/ DOI: https://doi.org/10.46303/repam.2023.26
Masika, R., & Jones, J. (2015). Building student belonging and engagement: insights into higher education students’ experiences of participating and learning together. Teaching in Higher Education, 21(2), 138–150. https://doi.org/10.1080/13562517.2015.1122585 DOI: https://doi.org/10.1080/13562517.2015.1122585
McLean, L., Gaul, D. & Penco, R. (2023). Perceived Social Support and Stress: a Study of 1st Year Students in Ireland. Int J Ment Health Addiction 21, 2101–2121. https://doi.org/10.1007/s11469-021-00710-z DOI: https://doi.org/10.1007/s11469-021-00710-z
Mthembu, T.G., Dube, T.L., Milojevic, T., Ndaramu, B.P., Nyangaza, P., and Qolo, S.O., (2024). ‘Reterritorialisation of the transformative power of self-care activities: Students’ wellness’, Transformation in Higher Education 9(0), a385. https://doi.org/10.4102/the. v9i0.385 DOI: https://doi.org/10.4102/the.v9i0.385
Ndlangamandla, S. C. (2024). The coloniality of English proficiency and EMI: Decolonization, language equity, and epistemic (in)justice. International Journal of Language Studies, 18(1), 105-130. https://doi.org/10.5281/zenodo.10468271
Ndofirepi, A. P. (2023). The African University in Pursuit of an Emancipatory Knowledge Trajectory. Unyoking African University Knowledge, 1.Ndofirepi, A. P. (2023). The Hermeneutics of a Liberated Knowledge Fund in an African University. Unyoking African University Knowledge: A Pursuit of the Decolonial Agenda, 14, 179. DOI: https://doi.org/10.1163/9789004548107_012
Nieminen, J. H. 2024. “Assessment for Inclusion: Rethinking Inclusive Assessment in Higher Education.” Teaching in Higher Education 29 (4): 841–59. DOI: https://doi.org/10.1080/13562517.2021.2021395
Nieminen, J. H., A. Moriña, and G. Biagiotti. 2024. “Assessment as a Matter of Inclusion: A Meta-Ethnographic Review of the Assessment Experiences of Students with Disabilities in Higher Education.” Educational Research Review 42: 1–21. https://doi.org/10.1016/j.edurev.2023.100582. DOI: https://doi.org/10.1016/j.edurev.2023.100582
Nieuwenhuis, J. (2016). Introducing qualitative research. In K. Maree (Ed.), First Steps in Research. 2nd Edition. Pretoria: Van Schaik.
Norwich, B. 2014. “Recognising Value Tensions That Underlie Problems in Inclusive Education.” Cambridge Journal of Education 44 (4): 1–16. https://doi.org/10.1080/0305764X.2014.963027. DOI: https://doi.org/10.1080/0305764X.2014.963027
O’Shea, S., Lysaght, P., Roberts, J., & Harwood, V. (2015). Shifting the blame in higher education – social inclusion and deficit discourses. Higher Education Research & Development, 35(2), 322–336. https://doi.org/10.1080/07294360.2015.1087388 DOI: https://doi.org/10.1080/07294360.2015.1087388
Ozili, P.K. (2023), "Can social inclusion policies promote financial inclusion?", International Journal of Sociology and Social Policy, Vol. 43 No. 11/12, pp. 1138-1155. https://doi.org/10.1108/IJSSP-03-2023-0054 DOI: https://doi.org/10.1108/IJSSP-03-2023-0054
Pedler, M. L., Willis, R., & Nieuwoudt, J. E. (2021). A sense of belonging at university: student retention, motivation and enjoyment. Journal of Further and Higher Education, 46(3), 397–408. https://doi.org/10.1080/0309877X.2021.1955844 DOI: https://doi.org/10.1080/0309877X.2021.1955844
Piaget, J. (1976). Piaget’s theory. DOI: https://doi.org/10.1007/978-3-642-46323-5_2
Rawal, N. (2008). Social inclusion and exclusion: A review. Dhaulagiri Journal of Sociology Gidley, J., Hampson, G., Wheeler, L., & Bereded-Samuel, E. (2010). Social inclusion: Context, theory and practice. The Australasian Journal of University-Community Engagement, 5(1), 6-36.and Anthropology, 2, 161-180. DOI: https://doi.org/10.3126/dsaj.v2i0.1362
Salmi, J., & D’Addio, A. (2020). Policies for achieving inclusion in higher education. Policy Reviews in Higher Education, 5(1), 47–72. https://doi.org/10.1080/23322969.2020.1835529
Salmi., J. & D'Addio. A., (2020). Policies for achieving inclusion in higher education. Policy Reviews in Higher Education, DOI: 10.1080/23322969.2020.1835529 DOI: https://doi.org/10.1080/23322969.2020.1835529
Shava GN. “Barriers to Access, Equity, Success and Inclusion to Higher Education, the Zimbabwean Context". Acta Scientific Computer Sciences 6.5 (2024): 31-38.
Shaw, A. 2024. “Inclusion of Disabled Higher Education Students: Why are we not There yet?” International Journal of Inclusive Education 28 (6): 820–38. DOI: https://doi.org/10.1080/13603116.2021.1968514
Sheppard, M. (2021). Social work and social exclusion: The idea of practice. Routledge. DOI: https://doi.org/10.4324/9781315242859
Silver, H. (2015). The contexts of social inclusion. Available at SSRN 2641272. DOI: https://doi.org/10.2139/ssrn.2641272
Smith, P. S., and B. Myers. 2024. “Instructor Experiences Providing Accommodations and Modifications for Students with Intellectual Disability in Inclusive Higher Education.” International Journal of Inclusive Education 1: 1–14. https://doi.org/10.1080/13603116.2024.2305653. DOI: https://doi.org/10.1080/13603116.2024.2305653
Stentiford, L., & Koutsouris, G. (2020). What are inclusive pedagogies in higher education? A systematic scoping review. Studies in Higher Education, 46(11), 2245–2261. https://doi.org/10.1080/03075079.2020.1716322 DOI: https://doi.org/10.1080/03075079.2020.1716322
Tavares, V. 2024. “Feeling Excluded: International Students Experience Equity, Diversity and Inclusion.” International Journal of Inclusive Education 28 (8): 1551–68. DOI: https://doi.org/10.1080/13603116.2021.2008536
Tshabangu, I. (2015). Interpretive research: Construction of meanings. In C. Okeke & M. van Wyk. (eds). Educational Research: An African Approach. Cape Town: Oxford University Press.
UNESCO. 2024. Celebrating Inclusion in Education: 30th Anniversary of Salamanca Statement, https://www.unesco.org/en/articles/celebrating-inclusion-education-30th-anniversary-salamanca-statement
Walsh, D. (2024). Piaget’s paradox: Adaptation, evolution, and agency. Human Development, 67(5-6), 273-287. DOI: https://doi.org/10.1159/000534306
Wesselmann, E. D., Bradley, E., Taggart, R. S., & Williams, K. D. (2023). Exploring social exclusion: Where we are and where We're going. Social and Personality Psychology Compass, 17(1), e12714. DOI: https://doi.org/10.1111/spc3.12714
Whiteford, G. (2017). Participation in higher education as social inclusion: An occupational perspective. Journal of Occupational Science, 24(1), 54–63. https://doi.org/10.1080/14427591.2017.1284151 DOI: https://doi.org/10.1080/14427591.2017.1284151
Winter, J., O. Webb, and R. Turner. 2024. “Decolonising the Curriculum: A Survey of Current Practice in a Modern UK University.” Innovations in Education and Teaching International 61 (1): 181–92. DOI: https://doi.org/10.1080/14703297.2022.2121305
Xie, P., Cao, Q., Li, X., Yang, Y., & Yu, L. (2022). The effects of social participation on social integration. Frontiers in Psychology, 13, 919592. DOI: https://doi.org/10.3389/fpsyg.2022.919592
Xu, Y., & Fang, F. (2024). Promoting educational equity: The implementation of translanguaging pedagogy in English language education. International Journal of Language Studies, 18(1), 53-80. https://doi.org/10.5281/zenodo.10468187
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Medson Mapuya (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
