Inclusive Education, Cultural Transformation, and the Ethical Dimensions of Learning

Background

As one of the distinctive symposia of the 7th International Conference on Educational Innovation and Psychological Insights (ICEIPI 2026), Inclusive Education, Cultural Transformation, and the Ethical Dimensions of Learning symposium, hosted by King’s College London, provides participants with a platform to join the discussion. Inclusive education has become a central concern for educators and researchers responding to increasingly diverse student populations, evolving learning technologies, and heightened attention to equity and social justice. Beyond issues of access or representation, inclusion involves deeper cultural transformations in how learning is designed, enacted, and evaluated. These transformations raise important ethical questions about power, responsibility, participation, and whose knowledge is recognised within educational spaces. At institutional levels, inclusion agendas often intersect with assessment regimes, digitalisation, and performance pressures, creating tensions between values, practices, and outcomes. Understanding inclusive education therefore requires attention not only to pedagogical approaches, but also to organisational cultures, ethical decision-making, and the methods used to study learning and teaching in complex contexts.

Goal/Rationale

This interactive workshop, hosted at King’s College London, aims to bring together educators and education researchers to critically explore inclusive education as both a methodological and a practical challenge. While inclusive practices are widely promoted, there remains limited shared understanding of how inclusion is enacted, evaluated, and ethically sustained across different educational settings. Researchers face methodological dilemmas in capturing lived experiences of inclusion, marginalisation, and cultural change, while practitioners must translate abstract principles into everyday teaching, assessment, and curriculum design.

The workshop seeks to bridge this gap by fostering dialogue between research and practice. Participants will engage with questions such as: How can research methods better reflect ethical commitments to inclusion? How do educators navigate cultural and institutional constraints? What forms of evidence meaningfully capture inclusive learning experiences? Through collaborative activities, the workshop will surface practical strategies, methodological innovations, and ethical reflections that support more inclusive and reflexive educational environments.

Scope

The workshop welcomes contributions from educators, researchers, and practitioner-scholars across educational sectors. It is explicitly methods-focused and practice-oriented, and will be highly interactive. We invite short contributions, case examples, and work-in-progress related to themes such as:

• Inclusive pedagogies and curriculum innovation
• Qualitative, participatory, and reflective research methods
• Ethical issues in assessment, feedback, and learning analytics
• Student voice, co-creation, and participatory design
• Cultural change within institutions and programmes
• Inclusion in digital, hybrid, and AI-mediated learning
• Reflexivity, power, and positionality in educational research

Sessions will combine brief inputs with small-group discussion, collaborative mapping, and shared reflection.

Publication

Accepted papers of the symposium will be published in Lecture Notes in Education Psychology and Public Media (Print ISSN 2753-7048), and will be submitted to Conference Proceedings Citation Index (CPCI), Crossref, CNKI, Portico, Google Scholar and other databases for indexing. The situation may be affected by factors among databases like processing time, workflow, policy, etc.

* The papers will be exported to production and publication on a regular basis. Early-registered papers are expected to be published online earlier.

This symposium is organized by ICEIPI 2026 and it will independently proceed the submission and publication process.