Bridging Pathways in Higher Education: Addressing Barriers and Opportunities for Inclusive Student Progression in Indonesian Universities

Objectives: This study examines barriers and opportunities in inclusive higher education research culture for disabled students (DS) in Indonesia, focusing on academic progression and career pathways. Specifically, we are addressing how inclusive research environments are co-created and how DS are perceived and view themselves as rightful contributors to knowledge production.

Methods: An innovative playful, co-creative, and community-engaged methodology was employed through the BRIDGE-HE initiative involving the active engagement of DS as experts-by-experience. Data were collected via Stakeholder Vision and Playful Design Thinking Workshops involving students, academics, and institutional stakeholders at Universitas Negeri Malang and Universitas Tidar as well as in focus group discussions and interviews with staff and disabled students.

Results: Findings reveal interconnected challenges, including limited accessibility of learning materials and infrastructure, inadequate staff training on inclusive pedagogy, fragmented support systems, and restricted access to research and career opportunities. Psychosocial pressures, attitudinal barriers, and lack of role models further affect DS confidence. However, opportunities emerged in how Playful Design Thinking was employed to generate co-creative solutions aimed at fostering a more inclusive and supportive educational environment, including inclusive policies, transparent processes, peer-support networks, and improved information dissemination.

Research Implications: The study underscores the importance of playful participatory co-creation in designing inclusive strategies and informs more responsive institutional practices to enhance equity, progression, and DS wellbeing.