ABSTRACT
The COVID-19 pandemic has not only led to medical conundrums and uncharted scientific territories but has also engendered new educational challenges and opportunities that need to be considered in order to reconceptualise, recalibrate and reconfigure higher education in terms of its inclusive foundations and orientations. While current research has highlighted the role of digital teaching methodologies in creating the 'new normal' in higher education in the post-COVID-19 era, the 'new normal' must be concomitantly envisaged in terms of the role of higher education in fostering more inclusive e-learning spaces. This article discusses the ways in which the tenets of an inclusive pedagogical discourse can be conceptualized and enacted in virtual learning environments in terms of teaching methodologies, learner-centred content delivery and formative assessment implementation. The pedagogical triptych should be underpinned by an inclusive and equity-based 'cyberculture' that constitutes a "sine qua non" element in developing all students' sense of belonging and learning in higher education.
ABSTRACT
The Covid‐19 pandemic has not only led to medical conundrums and uncharted scientific territories but has also engendered new educational challenges and opportunities that need to be considered in order to reconceptualise, recalibrate and reconfigure higher education in terms of its inclusive foundations and orientations. While current research has highlighted the role of digital teaching methodologies in creating the ‘new normal’ in higher education in the post‐Covid‐19 era, the ‘new normal’ must be concomitantly envisaged in terms of the role of higher education in fostering more inclusive e‐learning spaces. This article discusses the ways in which the tenets of an inclusive pedagogical discourse can be conceptualized and enacted in virtual learning environments in terms of teaching methodologies, learner‐centred content delivery and formative assessment implementation. The pedagogical triptych should be underpinned by an inclusive and equity‐based ‘cyberculture’ that constitutes a sine qua non element in developing all students' sense of belonging and learning in higher education. [ FROM AUTHOR] Copyright of British Journal of Special Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)