Inclusive Design in undergraduate computing education: a systematic review of the Literature

Authors

Keywords:

Inclusive Design , Computing Education, Design Competence, Teaching Approaches, Human-Computer Interaction

Abstract

This review of the literature describes how Inclusive Design is taught in undergraduate computing education programs. Computing education is a field where inclusivity as a design principle remains fragmented despite increasing legal, ethical, and pedagogical demands. This study systematically analyzes peer-reviewed literature to identify both the competences required and the teaching approaches employed. The findings are interpreted through a conceptual Framework for Design Competence, comprising six interconnected domains of student competence: Social and Behavioural, Technical, Problem-Solving, Interdisciplinary collaboration, User-Inclusivity, Holistically merging. Results show that impactful teaching approaches are typically hybrid and experiential, integrating methods such as project-based learning, critical reflection, participatory design, and community engagement. These approaches help students to develop empathy, ethical awareness, and user-centered thinking. However, gaps remain in curriculum integration, interdisciplinary collaboration, and long-term impact assessment. This review contributes a synthesized foundation for advancing Inclusive Design in computing education by clarifying competences, mapping teaching approaches, and suggesting future research directions.

Author Biographies

  • A Jaganjac, Leiden University

    Amer Jaganjac is a lecturer at Fontys University of Applied Sciences, School of ICT. His teaching and research expertise focus on Human–Computer Interaction, Full Stack Software Development, and Inclusive Design. In addition to his role at Fontys, Amer Jaganjac is affiliated with Leiden University ICLON as a PhD candidate, where he is involved in the project Developing teaching approaches for student learning of inclusive design skills in Computer Science education.

  • R van der Rijst, Leiden University

    Roeland van der Rijst is full Professor of Higher Education at Leiden University and Director of research of the Leiden University Graduate School of Teaching. He holds a PhD in teaching and learning in Higher Education from Leiden University, and an MSc in Physics, an MA in Philosophy, and an MEd in Science Education from Utrecht University. He joined the Graduate School in 2005 after serving as a science teacher at international and bilingual schools in South-Africa and the Netherlands.

    Prof. van der Rijst is an expert in the field of research into higher education. His studies explore various aspects of teaching and learning in higher education institutions and how faculty development can contribute to student learning and sustainable change. His research has been used by government agencies, accreditation bodies, foundations, consortia, and individual campuses to forward innovation agendas and initiatives. His studies form the basis to design leadership development schemes. He is regularly consulted by higher education institutes related to his work on research-based teaching and learning, diversity/equity/inclusion in higher education, faculty development initiatives, and teacher agency. He is an international expert on teaching in higher education and faculty development and directs the European project on inclusive student centered pedagogies in higher education.

    Prof. van der Rijst is a well-published scholar with many international research articles in peer-reviewed journals, and numerous professional editorials, books, book chapters, and reports. He is a honorary fellow of the Leiden Teachers’ Academy and has received various nominations for the national awards of doctoral supervision. Furthermore he is co-editor of the International Journal for Academic development, Editor-in-Chief of the national educational research journal Pedagogische Studiën, and is a member of the editorial board of Teaching in Higher Education.

  • D Tigelaar, Leiden University

    Dineke Tigelaar is an Associate Professor at ICLON Leiden University Graduate School of Teaching. She graduated in Educational Sciences and in 2005 she defended her PhD-thesis in Maastricht University on the design and evaluation of a teaching portfolio. She has been involved in various projects on professional learning and assessment of teachers and curriculum development. Her major research interests pertain to professional learning and assessment in various contexts and domains of expertise. Dineke is coordinator of the ICO theme group 'Teaching and Teacher Education'. She is also associate editor of the journal Teachers and Teaching, Theory and Practice. As secretary she is also a member of the editorial board of Pedagogische Studiën.

    Research
    Dineke's research activities focus on the formal and informal learning of teachers and other professionals and the role of (formative) assessment in this regard. She also supervises various PhD students from different national and international educational contexts.

    Education
    Dineke is a research skills teacher and supervisor. She is responsible for the ICO PhD course 'Teaching and Teacher Education'. She is also a PhD supervisor at the Dual PhD Centre.

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Published

2026-07-08

Issue

Vol. 5 No. 1 (2026): Vol 5 Iss 1

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Articles

How to Cite

Inclusive Design in undergraduate computing education: a systematic review of the Literature. (2026). Journal of Computer Education, 5(1), 35-59. https://www.journalofcomputereducation.info/ojs/index.php/jce/article/view/48