Globalizing Inclusive Education Policy: Bridging Theory and Practice in Higher Education

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Abstract

In a world marked by rapid social, economic, and technological transformation, education systems must evolve to ensure equity, accessibility, and inclusivity for all learners. This paper explores how innovative policy approaches can bridge the persistent gap between inclusive education theory and localized practical implementation in higher education institutions across diverse global contexts. Grounded in inclusive pedagogy theory and internationalization of curriculum frameworks, the study investigates how institutions respond to contextual social justice imperatives and global education trends. Using a qualitative comparative case study approach, data were collected from universities in Kenya through 25 semi-structured interviews and document analysis of institutional policies. The findings reveal that institutions implementing successful inclusive strategies tend to align institutional policies with national inclusion goals, embed inclusive practices in faculty development programs, and to adapt global frameworks to local socio-economic and cultural realities. The case of Kenya illustrates how community partnerships and funding from global actors enable localized, but globally informed practices. This paper contributes to the international discourse on inclusive education by illuminating how policy innovation and curriculum internationalization intersect to promote equity in diverse settings.

Author

• Charity Muraguri, United States International University - Africa