Building confidence about inclusive teaching through identity-focused professional development

Global STEM education faces challenges in student retention, partly due to learning environments that lack sufficient inclusivity. Existing teaching development programs, though focusing on student-centered practices, may not adequately address inclusive teaching, which requires awareness of student and instructor identities and lived experiences. There is a notable gap in empirical research on how identity-focused professional learning and reflective practice impact instructor confidence in implementing inclusive teaching methods.

Why it matters

Addressing student retention challenges, particularly in STEM fields, is crucial for developing a diverse and skilled workforce. Improving inclusive teaching practices through targeted professional development can enhance educational equity and student success, thereby strengthening the overall talent pipeline and institutional reputation.

Key insights

• Student retention in STEM education remains challenging globally.
• Learning environments are often cited as insufficient in supporting all students.
• Current higher education teaching development programs may not fully address inclusive teaching needs.
• Inclusive teaching requires awareness of student and instructor identities and lived experiences.
• There is limited empirical research on the impact of identity-focused professional development on instructor confidence in inclusive practices.
• Structured, identity-based reflective practice is a component being investigated for its potential impact on inclusive teaching confidence.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1902183