Rethinking Adaptive Teaching for Inclusion in Higher Education. A methodological framework

Abstract

The article explores the contribution of adaptive teaching principles to foster inclusive practices in HEIs. It deals with three main research questions: 1) What does it mean to teach adaptively? 2) How could professors adapt digital tools to the educational needs of students? How could professors adapt assessment tools to students’ needs? To provide practical ex‐amples about teaching adaptively, the arguments are grounded in the results emerging from the exploratory qualitative phase of the biennial research project T.E.S.T. ‐ Technology for STEAM Teaching.