Faculty development, inclusion and attention for diversity: participants' reflections at the IRIDI START course at the University of Turin

Universities are increasingly responsible for promoting equitable access and learning opportunities, accommodating diverse backgrounds, and meeting students’ needs. Teaching methods and assessments should be inclusive, sensitive to differences in culture, gender, age, and other fac-tors, in order to ensure the success of all students. It is essential to review and monitor assessment processes to reduce biases and prevent discrim-ination based on stereotypes. To support this, Faculty Development initi-atives can enhance student-centered and inclusive teaching practices. Such training fosters intercultural competence and inclusion awareness, positively impacting teachers’ attitudes and sensitivity to students’ needs. This inclusive approach not only helps vulnerable students ex-press their needs but also improves overall transparency and accessibility in the classroom. This paper examines the IRIDI program at the University of Turin, specifically the START course for researchers, which includes a module on inclusivity. Reflections from participants were analysed through the text analysis software NVivo 11 in order to identify faculty atti-tudes and challenges, thus guiding future strategies to support inclusive teaching practices.