Every student has the right to quality education (UNESCO, 2021) and substantial progress has been witnessed in terms of access and equity within online learning spaces. This research examines lecturers’ perspectives on whether a University’s commitment to student inclusion translates to the teaching environment. In particular, it questions whether the experience of lecturing staff within current delivery spaces reflects an inclusive environment to encourage engagement in learning activities and opportunities to all students. Participation in this context refers to an equal educational experience within physical and virtual learning spaces, which has contributed to a change in the role of the lecturer. The question this research posits is whether the University’s commitment of student inclusion translates to the teaching environment. In particular, it questions if the experience of teaching staff within current online delivery space reflects an inclusive environment to encourage engagement in learning activities and opportunities across under-represented groups. Participation in this context refers to an equal educational experience within virtual learning spaces.

This research design serves to answer the study’s central research questions:

• Do teachers experience challenges in terms of inclusion when teaching students online?
• What have teachers learned in terms of inclusion when teaching students online?