Educators use diverse and often idiosyncratic ways to learn how to do their work, but research tells us that inclusive educators are most effective when they feel they have subject and pedagogic knowledge, classroom resources and tools, and effective teaching frameworks they can adapt to work with their own preferred approaches. Inclusive Engineering Education fills a gap in provision for Engineering Educators who wish to center the philosophy of inclusivity in their work and pedagogic practice. The book examines the use of specific pedagogical frameworks, problem-based learning (PBL) and project-based learning (PjBL), within the Engineering Education context, how the use of these frameworks has grown with the transformation of Engineering Education, and how those who wish to champion inclusion can improve the way in which this is done.
 
• Creates a working, contextual definition of Inclusive Education and explores PBL and PjBL.
• Discusses how to make inclusive education a reality in contemporary classrooms.
• Provides practical examples that educators can use and develop in their own classrooms.
• Offers a series of case studies from different educational and geographic contexts to inspire innovation and the development of inclusive practices in engineering classrooms.
• Serves as a guidebook for implementation.
 
This text supports the development of deep engagement with what it means to champion an inclusive engineering classroom, demonstrate excellence in teaching and learning, ensure high-quality learning outcomes for students, and support culturally sensitive environments, where belonging and learning are seen as equally important.