Queer-Inclusive Pedagogy in Higher Education: A Scoping Review of Faculty Practices, Institutional Contexts, and Queer Student Experiences

This project presents a scoping review examining queer-inclusive pedagogical practices within higher education. The review maps existing literature on how faculty members incorporate inclusive teaching strategies that support LGBTQIA+ students in university settings. The review explores three key areas: faculty teaching practices, institutional contexts that enable or constrain inclusive pedagogy, and the experiences of queer students within learning environments. Relevant literature will be identified through structured searches of major academic databases studies will be screened according to predefined inclusion and exclusion criteria and data will be extracted to identify themes related to pedagogical practices, institutional factors, and student outcomes. This project aims to synthesise current evidence and identify research gaps that can inform faculty development initiatives and institutional policies supporting queer-inclusive learning environments.