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Equity-Driven Curriculum Design: Blended Learning for Inclusive Education in the Global South
Abstract
This chapter explores the role of blended learning in fostering equity-focused curriculum design within higher education, particularly in the Global South. Grounded in Universal Design for Learning (UDL) principles and participatory approaches, the chapter examines how co-designing curriculum with educators and students enhances accessibility and inclusivity. Using insights from the University of Cape Town's Redesigning Blended Courses (RBC) project, the chapter highlights strategies for overcoming digital divides, linguistic barriers, and systemic inequities in learning environments. Key interventions include the integration of multilingual resources, multimodal learning tools, and student-driven EdTech advisory model to support inclusive teaching. Challenges such as resistance to change, gaps in digital literacy, and infrastructural constraints are also discussed. By presenting practical frameworks for equitable curriculum development, this chapter contributes to ongoing discourse on inclusive education and offers actionable insights for policymakers, educators, and institutions.
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