Application of Inclusive Design Thinking in the Technically-Oriented Subjects at HEI

We applied for this project in response to the growing need for more inclusive and human-centered teaching approaches in higher education, especially in technical fields. As European society becomes more diverse due to demographic shifts, digitalization, migration, and post-pandemic challenges, education must evolve as well. Education should transmit knowledge and prepare students to understand and respond to real societal needs. One key challenge we identified is the lack of practical tools to help lecturers engage students in inclusion-related topics and guide them in designing meaningful, user-focused solutions. Inclusive Design Thinking (IDT) offers such a tool. IDT enables students to work creatively while considering the perspectives of underrepresented groups. Our goal was to equip lecturers with this methodology so they can empower future professionals to create accessible, equitable, and respectful solutions. We believe that a university education should prepare students to become socially responsible innovators, not merely experts. By incorporating inclusive thinking into everyday teaching practices, we aim to impact how graduates approach their future careers and contribute to a more inclusive society in the long term.

The project's primary objective was to promote the implementation of Inclusive Design Thinking (IDT) in technically-oriented subjects at higher education institutions. Our aim was to provide lecturers with the necessary knowledge, materials, and support to integrate IDT into their teaching and foster inclusive, human-centred approaches. By doing so, the project contributes to building a more inclusive academic environment and, in the long term, a more inclusive society. To achieve this goal, we established three specific objectives. First, we aimed to provide access to high-quality IDT learning materials for lecturers and the general public; specifically, a detailed e-book and a series of instructional videos explaining the theory and application of IDT step by step. All materials were made available in eight languages and published freely on the project website. Second, we aimed to prepare lecturers to apply IDT through practical training, expert consultations, and testing of methods with students. Third, we aimed to support the implementation of IDT in real-life courses and collect best practices from teachers' experiences to guide future adopters.

The project's primary outcome was an e-book that introduces Inclusive Design Thinking (IDT), explains each phase of the process, and provides lecturers with practical methods, filled-in templates, personas, and tips. Seven educational videos were produced to complement the book, providing both an introduction to the principles of IDT and practical guidance for each phase of the process. All materials were translated into eight languages and are freely accessible online. Another significant outcome was a collection of IDT tasks co-developed and tested by lecturers and students. Each task includes clear guidance on who is responsible, what should be done, and how to achieve the desired outcome. We also produced a Best Practices and Recommendations report based on the hands-on experience of lecturers who implemented IDT in their courses. Beyond these tangible results, the project delivered important intangible outcomes as well. Lecturers strengthened their inclusive pedagogy, communication, creativity, and problem-solving skills. By addressing real challenges faced by underrepresented groups, lecturers developed a deeper awareness of diverse social needs and learned how to incorporate these needs into course design.