International Research in Higher Education

International Research in Higher Education (ISSN 2380-9183 E-ISSN 2380-9205) is an international, double-anonymized peer-reviewed, open-access journal published by Sciedu Press. The journal aims to facilitate exchange among researchers and practitioners by highlighting work with international relevance or transferable implications for colleges, universities, and postsecondary systems.

Focus and Scope

IRHE welcomes empirical, theoretical, review, and applied studies in the following areas, among others:

• Higher Education Policy and Administration
• Curriculum and Instruction
• Student Learning and Development
• Educational Psychology in Higher Education
• Educational Technology and Development
• Quality, Evaluation, and Improvement
• Leadership and Professional Learning
• International and Comparative Higher Education

The journal encourages authors to explain the international, comparative, or transferable significance of their findings rather than presenting local description alone. All submissions must undergo rigorous peer review to ensure academic integrity and quality.

This journal is published semiannually (June & December) in both print and online versions. All publications are open access in full text and free to download. Manuscripts can be submitted via the journal's online submission platform or sent directly to irhe@sciedupress.com.

1. Fostering Equity Students’ Experience and Success Through a Lens of Universal Design for Learning

   This study investigates how Universal Design for Learning (UDL) enhances the experiences and outcomes of equity students in higher education, focusing on those from low socioeconomic status (SES), regional and remote (RR), and non-English speaking background (NESB) cohorts. Unlike traditional applications of UDL, which primarily focus on students with disabilities, this research customises the UDL framework to address the unique challenges faced by these equity groups, emphasizing their distinct learning barriers and support needs. Drawing on qualitative data from 27 semi-structured interviews conducted at a large public university in Australia, this study explores the adaptation of UDL principles in curriculum design, course delivery, and assessment. The research highlights the critical role of the “3 E’s”: Empowerment, achieved by equipping students with tools and autonomy in learning; Engagement, fostered through adaptable and inclusive teaching approaches; and Effectiveness, ensuring students acquire meaningful skills suited to their diverse educational needs. Practical strategies derived from this research include flexible assessment models, the use of AI and digital tools for accessibility, and structured mentoring programs to support student success. These findings offer actionable guidance for educators seeking to create more inclusive learning environments and reinforce UDL’s transformative potential in advancing equity, diversity, and inclusion in higher education.