Faculty of Arts of Comenius University > Departments and Research Centres > The Centre for Scholarship and Teaching > Courses We Offer > Inclusive teaching course

Inclusive teaching course

Inclusive Education

Inclusive Education is a professional development course for doctoral students and PhD holders who teach in higher education that aims to help tailor teaching to the diverse needs of the student body. The course is offered as a series of workshops, held on Fridays, 9:00–11:30, at the Faculty of Arts, Comenius University, Gondova 2, Room G209 (2nd floor). The workshops are held in Slovak language. One workshop is delivered in English.

Course code (AIS): FiF.KPED/A-DPE-001/23

Learning Outcomes

Upon successful completion of the course, participants should be able to:

  1. Recognize and respond appropriately to the needs and expectations of diverse students
  2. Create inclusive classroom environments.
  3. Use student diversity as a source of enrichment of the learning process.
  4. Facilitate learning in ways that engage all students and foster their potential.
  5. Reflect critically on assessment approaches to ensure alignment with inclusive teaching principles.

Workshops

21 February 2025 – Education that Fosters Relationships (Gabriela)

The introductory workshop introduces participants to the concept of relationship-rich education (Felten & Lambert, 2020) and the model of mentoring constellations (Vandermaas-Peeler, 2023). We will discuss the role that relationships among students play in the learning process together with strategies for preparing students for thriving professional lives after graduation.

28 March 2025 – Enhancing Learning through Emotions (Ivana)

This workshop explores the influence of emotions on student learning outcomes, explaining their effects on affective experiences, bodily sensations, behavior, actions, and—most importantly—cognitive functioning. Participants learn how to foster an inclusive learning environment that maximizes positive emotional engagement and supports academic achievement without compromising students’ mental well-being. Through practical strategies, participants are guided to think of approaches to strengthen student engagement, resilience, and overall well-being, thereby ensuring equitable learning opportunities for all.

11 April 2025 – The Classroom as a Safe Space (Simona and Alena)

Inclusive teaching places student voice at the center of shared learning. However, students may sometimes hesitate to participate due to fear of rejection or conflict with teachers or peers. This workshop focuses on how to address such challenges. Following bell hooks (2002) we learn that conflict does not need to be resolved immediately in the classroom, but the classroom should become a place where it can occur safely. We connect the concept of the “safe space” with that of the “brave space,” introduced by Brian Arao and Kristi Clemens (2013). Participants engage with model scenarios and activities designed to help transform the classroom into a psychologically safe and inclusive learning environment.

25 April 2025 – Inclusive Assessment (Agi)

Inclusivity and diversity in education extend beyond classroom interaction. This workshop focuses on developing student-centered and inclusive assessment practices. Participants learn how to move from assessment of learning to assessment for and as learning, employing assessment as a tool to facilitate rather than solely to evaluate student progress (Cohen, 2008). The session explores contingent, alternative, and inclusive approaches to addressing learners’ diverse needs. Participants also experience as learners a sample of inclusive assessment practices and reflect on ways to apply them in their own teaching.

16 May – Designing a Course Inclusively (Lenka)

The final workshop introduces various perspectives on inclusive higher education teaching, emphasizing responsiveness to diverse student needs, balance among relational, content, and process dimensions of teaching (the CRP model), and the development of psychological safety within learning groups (Clark; Edmondson). Through model situations and exercises, participants learn to identify and address student needs at different stages of course design and cultivate sensitivity to diversity in academic settings.

In the Winter semester the course participants integrate insights from the workshops into their teaching through individual collaboration with a coach.

Admission

Doctoral students apply for the course by sending a cover letter (approximately 350 words) to the course leader, explaining their motivation for participation. Upon confirmation of acceptance, they may register for the course in AIS system.

Course Leader: Dr. Gabriela Pleschová

Facilitators: Dr. Simona Bajáková, Dr. Ivana Juríková, Dr. Agnes (Agi) Simon, Dr. Alena Smiešková, and Dr. Lenka Sokolová

The course was developed as part of the BELONG project and was piloted in 2023 as a summer school followed by a year-long online programme for colleagues from five different universities and countries. Altogether 16 teachers succesfully graduated from the course. It is now offered as a two-semester course in Slovak language (in combination with English). In 2025-2026 ten participants from faculties of medicine, law and arts attend the course. The course is accredited at local level and each PhD student who meets the course outcomes receives 10 ECTS.