The COALITION objectives were: - to map and analyse faculty members’ needs and competences for incorporating inclusive teaching in HE. - to create an active community of practice for academics' development as inclusive educators . - to develop an educational inclusive pedagogy package of resources, exercises and interactive activities for faculty members, in response to the competences to be built. This package was delivered through an e-book, a faculty guide and a MOOC. - to create open access diagnostic tools and repository of content facilitating interaction and reflective practices that will guide faculty towards targeted lesson-specific inclusive teaching practices. - to test in practice, and in local contexts faculty development for inclusive pedagogies, materials pertinent to competence building through action research and alternative processes of professional development (like reflection, peer observations, peer-coaching and awareness-raising activities) - to reflect on all experience of faculty, faculty developers, and other stakeholders - to put forward evidence-based policy recommendations that will enhance capacity building among all HE stakeholders.
Faculty inclusive student-centred pedagogical competences and academic competence-building is often neglected or underdeveloped in higher education institutes. This project studied this topic in contexts and developed tools for faulty to develop needs to adapt as they need to become responsible for cultivating an inclusive and equity-driven learning environment where all students can succeed academically. This project established collaboration between various European universities and exchange of good practices, tried-and-tested design of a competence-based hands-on equity-driven faculty development training course that combine new educational technologies, inclusive strategies and process-oriented interventions. This was achieved by utilizing alternative equity-driven processes that are not trainer-centred but that allow faculty member growth through interaction, engagement, peer-observations, peer coaching, peer-feedback, self-reflection, and self-evaluation. As a result, participating faculty in the COALITION project experienced first-hand how engagement, diverse input re-presentation, and supportive environments are built in order to establish a sustainable, inclusive, and equity-driven learning higher education environment.