Exploring inclusive teaching practices of English for Academic Purposes (EAP) in Higher Education (HE): Recommendations for practice

Abstract

This study presents a context-sensitive, evidence-informed framework for inclusive English for Academic Purposes (EAP) in Higher Education (HE), developed through a rigorous, multi-method research design. In response to persistent gaps in how inclusivity is conceptualised and implemented in EAP settings, the study integrates data from a qualitative survey, co-production focus groups, and a systematic literature review using Best Fit Framework Synthesis. Findings reveal that meaningful inclusivity in EAP requires coordinated action across three systemic levels: micro (individual practices), meso (departmental structures), and macro (institutional policies). At the micro level, inclusive pedagogy is achieved through differentiated instruction, culturally responsive teaching, equitable assessment, and reflective practice. The meso level emphasises the importance of interdisciplinary collaboration, curriculum decolonisation, and staff development, while the macro level underscores the need for institutional commitment to equity, linguistic justice, and multilingual policy. The resulting framework is both practically applicable and adaptable, offering a strategic model for embedding inclusivity into EAP instruction and aligning it with broader social justice goals. By bridging theory and practice, the study contributes to the under-researched area of EAP inclusivity and repositions EAP not as a neutral support function, but as a transformative site for advancing equity and decolonial pedagogy in higher education. The findings offer concrete recommendations for educators, programme leads, and policymakers committed to creating equitable academic environments for linguistically and culturally diverse learners.p