Online education remains challenging for many institutions of higher education (HE). COVID-19 lockdowns have demonstrated inequalities, underlining the need for more study on its effects on access and engagement. The recent I-TPACK model enables teachers to utilize technological resources to meet diverse learning needs, improve accessibility, and create engaging learning experiences for all students. Online inclusive learning environments (LEs) necessitate a comprehensive understanding of teacher and student needs and perspectives within HE, a level of education that is currently understudied. Moreover, in inclusive and online education, their voices are underrepresented in research and policy discussions, despite their importance. This study aims to investigate how teachers and students in HE articulate their preferred inclusive online LE and therefore adopted a qualitative research approach including homogeneous focus groups, directed by the I-TPACK model. Results present students’ and teachers’ key elements and conditions of an inclusive online LE. However, there is little preparation and common language on how to implement them. Online LEs’ inclusion potential is still underappreciated. This research provides policy suggestions closely aligned with practical application and highlights the necessity of venturing beyond the comfort zone exploring inclusive online practices, as presented by the I-TPACK model.

Inclusive higher education requires educators who are not only willing to teach inclusively but who also have the skills to do so. This preliminary study offers a blueprint on how to examine the effectiveness of a three-day professional development program to strengthen the attitudes, self-efficacy, and inclusive didactics of educators. We propose a quasi-experimental design with pre-, post-, and follow-up measures, to measure the effect of the professional development program at three levels: attitudes (SACIE-R), self-efficacy (TEIP), and inclusive teaching practices (adapted Teaching Practices Questionnaire). The results, although preliminary, show a small but significant decrease in concerns toward inclusive education over time. Self-efficacy, on the other hand, showed a non-significant but consistent increase, especially at follow-up. In terms of teaching practices, significant improvements were observed in the teaching of basic skills, but not in dealing with diversity or differentiating for individual students. These preliminary findings seem to underline that short professional development programs, while contributing to increased confidence and certain didactic skills, are not sufficient to achieve lasting changes in attitudes and inclusive teaching strategies. This suggests that lasting impact likely requires structural follow-up, practical support, and strengthening the inclusive learning climate within higher education institutions.

This chapter examines recent educational advances in light of equal educational opportunities. HyFlex's technology-based teaching was selected. Given the pandemic's impact on digital education, this form of education is nascent. Due to worldwide accessibility regulations and the COVID-19 pandemic, technology-based educational techniques are needed to diversify the student population and digitalize higher education. This chapter addresses the following question: Is the Hyflex model suitable for creating an inclusive and effective learning environment for underprivileged students? This new model's influence on educational equality has been extensively discussed. The HyFlex approach fits students' learning demands due to its flexibility, temporization, and highly organized online and offline learning environment; however, it is not the great equalizer it is portrayed as. HyFlex can improve higher education access for diverse students if the technology employed is UDL-based.