Global Perspectives on DEI

In the vast and varied field of international education, diversity, equity, and inclusion (DEI) play a critical role. As the world becomes more interconnected, the importance of understanding these issues—and advancing them—in higher education becomes more apparent.

International Educator invited international educators from across the globe to share their experiences and perspectives on DEI in their work. Each one has tackled the challenges of promoting inclusion and access, strategizing for equity, and celebrating diversity in their respective institutions. Here, they share the approaches and partnerships that have been instrumental in their work and offer a glimpse of what success looks like to them. Their stories highlight the complexities of this work, but they also provide inspiration and a roadmap for those committed to fostering DEI in international education.

Editor’s note: Responses have been edited for clarity and length.

Brian Seilstad

Al Akhawayn University-Ifrane (AUI)
Morocco

What is your role at your institution, and how do diversity, equity, and inclusion (DEI) fit within that context? What has been a challenge?

I'm the director of the Office of International Programs at AUI, and although AUI doesn't have a specific DEI office, I do think that it's an important part of any international office’s role to either lead or support DEI work. Specifically, when we have international students at AUI, whether visiting or degree seeking, they face the challenge of being a minoritized group by default. But there are many things they can do to integrate with the broader culture and context here. Conversely, the broader context needs to be aware of the challenges of being minoritized in different ways and sensitive to being open and welcoming. Luckily, Morocco is generally considered a very [welcoming] country and context, but of course, people may struggle with many things related to race, ethnicity, language, gender, sexuality, and so on. At AUI, we continue to discuss how DEI looks here and what challenges people have—particularly international students, but not exclusively—and how we as an institution can address them.

Can you share about a strategy, resource, or partnership that you have found useful in your work toward inclusion and equity?

Internally, I've found the collaboration with our Student Activities Office to be very helpful. We did a small research project together about the issue of language use in student clubs, which was published on a NAFSA blog recently. This study arose from the challenge that many international students had accessing student clubs due to the use of Moroccan Arabic or French, rather than English. We convened three focus groups with international students, Moroccan students, and a mixed group [of students]. We learned that all parties had an awareness of the issue but perhaps differing views on it. The Moroccan students felt that they did their best to accommodate international students in clubs, whereas the international students said that they often still didn't feel included, although they recognized the labor the Moroccan students were making to support them—specifically through translating discussions, asking for English to be used, or the like.

This specific issue, I believe, touches on a core issue in DEI: how the majority group often feels that things are fine whereas the minoritized group doesn't. 

This specific issue, I believe, touches on a core issue in DEI: how the majority group often feels that things are fine whereas the minoritized group doesn't. This can create friction between the parties, and sensitive work [needs to be done] to think about ways to advance DEI. In our case, nobody suggested that English be mandated in these clubs—everyone recognized the importance of the local languages of Moroccan Arabic, French, or others—but [we] just pointed out that there needs to be greater awareness on all sides about the issue and opportunities to bring the sides together so that everyone can participate.

What does success look like to you? What are you striving for in your work?

I track things like our international student satisfaction through some in-house surveys, so I do think that DEI initiatives may play a role here on increasing, across time, that KPI [key performance indicator]. More broadly, I hope we'll see more dialogue around this issue. I often operate in a framework of trying, on the one hand, to celebrate diversity and other aspects [of DEI], while, on the other hand, being critical that things, frankly, aren't great in the world or at our institution for many different people and groups. I don't know if this is a situation that can be resolved entirely because it's perhaps part of the human condition, but I do think that deep and intentional work to understand each other's perspectives and grow together wherever possible will bear fruit.  

Luis Kauachi

Conference of the Americas on International Education (CAIE)
Mexico / Canada

What is your role at your institution, and how does DEI fit within that context? What has been a challenge?

I came to CAIE as academic coordinator—and later [became] senior manager—intent on building an inter-American forum to showcase the diversity in approach [to] and practice of international education [in] the Americas. [The goal is to create] a continental platform to advance academic and scientific collaboration within our hemisphere and with the rest of the world.

Through the years, we’ve worked tirelessly to build a multilingual conference where language is not seen as a barrier to access but rather a gateway to understanding the cultural diversity of our peoples and a means to building more inclusive spaces where we can welcome the unique expressions of international higher education [on] our continent[s] and beyond.

While we have been successful in building and maintaining an inclusive space that is open to diversity in the approach [to] and practice of international higher education, we have work to do in advancing more equitable access [for] those who have yet to participate and yet to be represented [in this dialogue]. The strength of our international education community depends on our ability to share the wealth of information and experiences that emerge from our practice [in order to] inform our pathway going forward.

Can you share about a strategy, resource, or partnership that you have found useful in your work toward inclusion and equity?

In my experience, one of the most valuable resources for advancing our objective of increasing access and representation of diverse expressions of international higher education in the Americas has been CAIE’s network of 40+ associate members. The community of international education associations representing practitioners and institutions in the hemisphere has been essential for guiding our conversations, opening [up] opportunities, and building a program that is inclusive of successful practices and experiences in international education that would otherwise go unnoticed or be left unheard. We are convinced that strengthening our partnerships and nurturing this community can only lead to greater representation and a better understanding of how internationalization is practiced in the region.

We are convinced that strengthening our partnerships and nurturing this community can only lead to greater representation and a better understanding of how internationalization is practiced in the region.

What does success look like to you? What are you striving for in your work?

For me, success is a point on our horizon. Success looks like an international gathering where we feel a better understanding [of] and appreciation for the diverse expressions of internationalization emerging from different regions [on] our continent[s]. Success is a thriving community of international education professionals looking for opportunities to engage in academic and scientific collaboration with an honest concern for pursuing joint solutions to our shared challenges. Success looks like a student who feels [like] part of something bigger and [is] ready to be part of it. Success is an international education practitioner who feels heard and has found a like-minded colleague [with whom] to share their aspirations. Success is seeing how international education can bring us closer to a space where every voice matters and where diversity isn’t an exception but a reason to celebrate who we are and what we can do.

Fatiah Touray

New York University-Abu Dhabi (NYU Abu Dhabi)
United Arab Emirates

What is your role at your institution, and how does DEI fit within that context? What has been a challenge?

As the executive director for inclusion and equity at NYU Abu Dhabi, I am dedicated to creating a welcoming and inclusive academic environment. My unique blend of expertise in law and education equips me to lead initiatives that enhance inclusion, diversity, belonging, equity, access, and accessibility (IDBEA) throughout our campus. My role involves working closely with [different units on campus, including] the Office of the Provost, government relations, legal and compliance, spiritual life, intercultural education, and conflict transformation, as well as engaging with students, faculty, postdocs, researchers, and staff.

One challenge in my position is balancing respect for individual identities [with] honoring the rich cultural traditions of Abu Dhabi. Our university hosts a vibrant community with students from more than 120 countries, requiring a thoughtful approach to inclusion that considers diverse religious, cultural, and social backgrounds. The local cultural norms—which are part of the broader, dynamically evolving global culture—provide [the] unique context in which we operate. My role is essential in fostering an environment where academic freedom is practiced thoughtfully and cultural sensitivity is maintained, encouraging open and respectful dialogue within our diverse community. 

Can you share about a strategy, resource, or partnership that you have found useful in your work toward inclusion and equity? 

One strategy we have used is the implementation of the Intercultural Development Inventory (IDI), an integral part of our comprehensive four-year strategy for promoting inclusion and equity. The IDI is a theory-based intercultural assessment tool that evaluates and enhances awareness of and sensitivity to cultural differences. It is utilized at significant transition points in our students’ educational journey—initially when they join as first-year students and again as they prepare to graduate. This approach allows us to support the development of their intercultural competencies over their university career. Additionally, every new faculty member participates in the IDI assessment during orientation, which is vital for preparing them to engage with the diverse student body they will teach.

Our university hosts a vibrant community with students from more than 120 countries, requiring a thoughtful approach to inclusion that considers diverse religious, cultural, and social backgrounds.

In addition to the IDI, we also [use] the Intercultural Conflict Style (ICS) Inventory, a crucial tool for helping individuals understand their approaches to handling disagreements and conflicts across cultural boundaries. The ICS Inventory complements the IDI by offering insights into how cultural differences influence conflict resolution strategies, thus enriching our students’ and faculty’s toolkit[s] for navigating diverse settings.

Lastly, we certify a cohort of IDI qualified administrators each year [who are] tasked with providing detailed, personalized debriefs to students and faculty based on their IDI results. This targeted intervention strategy prepares our community to thrive in a globally interconnected world and builds a culture of conflict competence. It reinforces our commitment to an institutional culture that values and practices deep intercultural engagement and understanding.

What does success look like to you? What are you striving for in your work?

Success for me in the context of IDBEA within an educational institution involves creating meaningful structural changes that address overt and systemic inequities and creating an educational environment where [everyone], regardless of background, can thrive and feel valued. [My] role is critical for fostering an inclusive academic environment and requires engaging with every university unit to ensure policies and practices promote equity across all identity groups.

True success in IDBEA work is measured by the ability to implement changes that lead to more equitable outcomes for historically marginalized communities. It’s not just about the individual interactions, although they are important; it's about reshaping the structural dynamics of the institution to provide better access and opportunities to those previously excluded or disadvantaged by traditional systems. This involves challenging and changing the embedded biases within the institution’s policies and practices.

Moreover, despite facing criticism, IDBEA initiatives are essential and grounded in a robust foundation of laws, social sciences, [hard] sciences, and other academic disciplines. They are central to the educational mission, aiming to transform higher education into a space that truly reflects and serves the diversity of society. I am striving to spread this message in my work.

Kelly Shopland

North Island College
Canada

What is your role at your institution, and how does DEI fit within that context? What has been a challenge?

Image

My role as the executive director of Indigenous education at North Island College is to lead and oversee initiatives that promote Indigenous-led learning and ensure that Indigenous perspectives, knowledge, and voices are integrated into all aspects of the institution. [DEI is] foundational to this work, as they are essential for creating a welcoming and supportive environment for not only Indigenous students, faculty, and staff but for all member of the college community.

One challenge we have faced is ensuring that Indigenous knowledge and ways of knowing are not only respected and valued but also applied within the broader academic context, especially in areas where there may be resistance or [a] lack of understanding.

Can you share about a strategy, resource, or partnership that you have found useful in your work toward inclusion and equity?

One of our most effective strategies for inclusion and equity has been integrating the Journeying Together and Working Together initiatives at North Island College. These plans guide us in creating an inclusive environment by infusing Indigenous perspectives into international education and across our curriculum. The Journeying Together initiative enhances [international education through Indigenization], enriching experiences for international students and promoting cross-cultural understanding. Concurrently, the Working Together Indigenization Plan ensures Indigenous-led learning pervades our institution, fostering diversity and inclusion.

One challenge we have faced is ensuring that Indigenous knowledge and ways of knowing are not only respected and valued but also applied within the broader academic context.

Partnerships with local Indigenous communities are vital, providing resources and expertise for culturally relevant initiatives. By aligning with these initiatives and partnerships, we create an inclusive, equitable environment that honors Indigenous knowledge and fosters cross-cultural collaboration.

What does success look like to you? What are you striving for in your work?

Success, for me, looks like an institution where Indigenous-led learning is not just a goal but a reality, Indigenous students feel empowered and supported to achieve their academic and personal goals, and Indigenous knowledge and perspectives are integrated into all aspects of the institution's operations. I am striving to create a culture of inclusivity, respect, and reciprocity, where Indigenous ways of knowing are valued and celebrated and where everyone feels a sense of belonging and connection to the territories and [First] Nations that host our college and communities.

Guido de Wilde

University of Amsterdam (UvA)
Netherlands

What is your role at your institution, and how does DEI fit within that context? What has been a challenge?

In my capacity overseeing global student experience and engagement initiatives at UvA and as the director of global learning at the Cascade Foundation, my heart is set on enhancing equity, diversity, and inclusion [EDI] within international education. The main hurdle? Making sure every student from every walk of life gets a fair shot at global learning experiences. 

My own journey as a gay, gender-fluid, first-generation student from a low-income background fuels my mission to ensure equitable access to global opportunities for all students. This involves dismantling the systemic obstacles that limit equitable access to international education, especially for underresourced educational institutions in low- and middle-income countries. Drawing upon 15 years of experience with intricate global partnerships and multilateral projects, I recognize the complexity of making global learning opportunities more inclusive and accessible. Nevertheless, I remain optimistic that with determined effort and smart alliances, we can pave the way for a more equitable future in education where all students have equal chances to learn, grow, and succeed. 

Can you share about a strategy, resource, or partnership that you have found useful in your work toward inclusion and equity?

Through initiatives such as NICE, DIGIPASS, and TICKET—[all of which are] within the Erasmus+ framework—I have seen firsthand the power of open resources and cocreativity in breaking down barriers. These projects not only increase the impact of student mobility portfolios but also bolster professional development of staff and create innovative and accessible learning experiences for a diverse group of students. Another example of a powerful initiative is our annual EDI festival, a strategic collaborative effort between UvA and the University of Birmingham to foster the exchange of ideas and spark transformation across educational landscapes. The festival offers a series of inspiring events focused on sharing strategies that foster inclusive practices, challenge existing norms, and empower individuals to address and reduce inequalities.

All [of] these projects and multiuniversity alliances exemplify how we can address complex barriers to [establish] more inclusive and equitable global learning. My ambition is to level the educational playing field, especially for institutions in less-advantaged regions, by leveraging partnerships, sharing knowledge, and providing free and easy-to-use tools and templates that address and surmount the barriers to global education.

What does success look like to you? What are you striving for in your work?

My vision for the future is to establish an inclusive global educational ecosystem where every student—regardless of their identity, background, or circumstances—has equitable access to transformative learning experiences and inspiring mobility opportunities. This future requires us to rethink our approach to international education and even challenge traditional internationalization strategies.

This future requires us to rethink our approach to international education and even challenge traditional internationalization strategies.

How can we ensure that global collaboration authentically incorporates and respects the voices, perspectives, and wisdom of communities from the majority population? How can we critically assess and transform the power dynamics inherent in traditional internationalization to foster truly equitable and mutually beneficial partnerships? How can we leverage technology and innovate our funding models to ensure universal access to international education?

These questions are impossible to answer in isolation, which is precisely why I am always keen to connect with equally passionate international educators from across the world to build a community in action—a team of global changemakers championing a world where international education serves as a bridge connecting diverse cultures, empowering students to become global citizens who value inclusivity and equality.

Sandra Guarín Tarquino

Universidad Antonio Nariño (UAN)
Colombia

What is your role at your institution, and how does DEI fit within that context? What has been a challenge?

I am the director of international relations at UAN, a multicampus institution with a presence in 26 cities in Colombia. Since 2016, I have led the UAN comprehensive internationalization (IZN) process. One of the four fundamental values of UAN’s IZN strategic plan—which was formulated via the participation of members of the university community—is highlighting our identities. The plan indicates that our main strengths [lie] in what makes us unique, [which, in turn, leads to]: the democratization of knowledge; community engagement; [greater] research, creation, and transfer capabilities; openness; and an inclusive spirit. 

Although UAN is an institution that, [due to its] nature [as a multicampus institution], has embraced the DEI approach, it is still a challenge to make the whole community understand that IZN is also a means to deepen DEI, open [up] opportunities to those who need them most, implement strategies aimed at disadvantaged communities, and lead “glocal” [global/local] engagement projects and facilitate interaction through digital and virtual means, which, although representing to new forms of IZN, still  meet its objective: to create global competencies.

Can you share about a strategy, resource, or partnership that you have found useful in your work toward inclusion and equity?

I have dedicated my professional life to studying and working on two topics—the IZN of higher education and cooperation for development—trying to link both whenever possible. My interest in cooperation for development has led me to make it a fundamental tool for IZN. In my approach, I have centered participatory projects aimed at resolving complex local problems. Women, migrants, displaced people, Indigenous communities, Afro-Colombian population[s], and farmers—among other vulnerable communities—have been the protagonists [of these projects], working with teachers, students, and staff. In addition to contributing to the resolution of local problems, [through these projects] we learn from other contexts and ways of doing things.

Success for me means getting up every day motivated to continue learning, moving forward to [meet my goals], and building collectively. 

Keeping cooperation for development in mind has implied special attention to the United Nations’ 2023 Agenda for Sustainable Development and active participation in associations, networks, projects, and groups of universities that are committed to inclusion and equity. For example, the Colombian Network for Internationalization and the Latin American Initiative for Internationalization both have communities for action related to IZN for society and IZN that facilitates the reflection, training, and exchange of practices on one of the issues that is now recognized as characteristic of LATAM’s internationalization. 

What does success look like to you? What are you striving for in your work?

Success for me means getting up every day motivated to continue learning, moving forward to [meet my goals], and building collectively. It means seeing my loved ones, work team, students, and graduates grow and feeling motivated, happy, and successful.

In my work, I aspire to never stop learning (from successes and also from failures), listen and be listened to, make significant contributions, and always [be open to] the possibility of creating, innovating, and evolving.

Kathy Hogarth

Wilfrid Laurier University
Canada

What is your role at your institution, and how does DEI fit within that context? What has been a challenge?

Image

Currently, I am the associate vice president of global strategy at Wilfrid Laurier University. I am not sure there is a role at a university where DEI does not fit. The reality is, if we have not considered [integrating] DEI—or, more broadly, equity, diversity, inclusion, and decolonization (EDID)—into any of our roles at our institutions, it is time to ask, ‘Why not?’ The gains of EDID are under significant threat in the West, with great reversals underway. From a Canadian perspective, we are seeing many universities faced with significant financial constraints, and international students have been used in some instances as a partial response to alleviating some of those constraints. An unencumbered march toward internationalization and an uncritical engagement with international students to bolster our institutions are problematic propositions.

I will go as far as saying that uncritical, unquestioned engagement [with international students] is unethical engagement. Colonialism and global inequities have robbed nations of valuable resources over the centuries. As educational institutions with a goal of developing critically conscious global citizens, we have a moral and ethical imperative to slow, if not halt, the colonial machinery. Educational institutions should not be reinventions of postslavery plantations. 

Can you share about a strategy, resource, or partnership that you have found useful in your work toward inclusion and equity?

Developing a community of practice. Asking first, ‘Who are the people engaged within the institution—from the center to the margins—on internationalization? And, ‘How do they need to, or how are they, taking up EDID in their practice?’ Engaging in difficult and sometimes dangerous discourses. Always broadening the circles of engagement to include those who may have less of an understanding of the workings and impact of global equity in their work. My strategy is helping institutional actors toward a greater sense [of] critical conscientization. One of the resources I've found particularly useful, beyond that of a community of practice or the collective resources of the Canadian Bureau for International Education, are some of the learning resources found in the Threads Library.

Engaging in difficult and sometimes dangerous discourses. Always broadening the circles of engagement to include those who may have less of an understanding of the workings and impact of global equity in their work. 

What does success look like to you? What are you striving for in your work?

Equity feels like “heart” work to me. In my ideal world, my successful work will look like decolonized, equitable internationalization—i.e., internationalization that is both decolonized and globally equitable. There is a lot of unpacking in this [work]. Such internationalization, however, feels like [it’s] light-years away. So, what success looks like in the moment is in the difficult conversations and hard actions taking place in our institutions and among individuals. Knowing that equity work is not comfortable work, I often find myself assessing success by the level of discomfort there is in the environment related to EDID. As disheartening as this is, it is where I hang my hat and my heart for now.

Waldenor Barros Moraes Filho

Universidade Federal de Uberlândia (UFU)
Brazil

What is your role at your institution, and how does DEI fit within that context? What has been a challenge?

I am currently affiliated with UFU, where I lecture, supervise research, and serve as the institution’s senior international officer (SIO). UFU is a renowned public university in Brazil [that is] deeply committed to DEI, [as] evidenced by our dedicated 49 percent [of] enrollment slots for students from marginalized communities. Our student body reflects a diverse tapestry of socioeconomic backgrounds, ethnicities, abilities, and genders, embodying our holistic approach to inclusivity. We extend this commitment internationally, welcoming students from Africa, Latin America, and the Caribbean through [offering] tuition-free programs, fostering partnerships, and providing grants for their educational pursuits.

However, our foremost challenge lies in ensuring equity for all community members. True equity demands equal opportunity for all, which requires ongoing refinement [of] policies, investment in infrastructure, and revision of curricula. Inclusivity must be more than simple rhetoric; it must be ingrained in every aspect of the educational journey. Fostering a culture of equity and inclusion requires transformative shifts and adequate resources, including budgetary provisions and staffing allocations. Our goal is to create an environment where inclusion is integral to every student’s educational experience, fostering a more tolerant and just society.

Can you share about a strategy, resource, or partnership that you have found useful in your work toward inclusion and equity?

In our ongoing efforts to foster inclusion and equity, we’ve established a comprehensive array of programs to support the diverse needs of our community. These initiatives aim to empower all members, particularly those facing additional challenges despite admission. Our psycho-pedagogical support program provides personalized assistance to students with learning difficulties, ensuring they receive essential resources for academic success. Additionally, we alleviate financial burdens by offering specialized learning kits for students in our dentistry program. 

True equity demands equal opportunity for all, which requires ongoing refinement [of] policies, investment in infrastructure, and revision of curricula.

Addressing fundamental needs is paramount for creating an inclusive environment. We provide nutritious meals, housing facilities, and free campus transportation to mitigate economic barriers. Our inclusive sports programs promote physical activity and community engagement. Language proficiency is enhanced through free foreign language courses, while digital inclusion is prioritized with essential technology access [via] computer loans and personal internet [access]. 

We extend our commitment to inclusivity to marginalized groups, reserving places for refugees in every course and offering language support and grants. Academic support is bolstered by student mentors and an administrative unit catering to diverse needs, including Braille and sign language interpretation. Despite challenges, these initiatives have facilitated meaningful inclusion, exemplifying our dedication to diversity and inclusion.

What does success look like to you? What are you striving for in your work?

Success to me [is] a society where no individual faces marginalization or exclusion due to their unique differences or needs. It signifies a reality where everyone, regardless of their background, ethnicity, socioeconomic status, or personal preferences, has the opportunity to fully realize their potential. This vision of success hinges on the recognition of our shared humanity—we are all members of the same human family, each with our distinct attributes and paths of growth, yet all deserving of equitable access to high-quality education and the freedom to pursue our aspirations.

Success to me [is] a society where no individual faces marginalization or exclusion due to their unique differences or needs.

However, achieving this vision requires deliberate planning, strategic actions, and collective commitment. At UFU, we’ve implemented a comprehensive set of evaluative indicators to guide our journey and identify areas for improvement. Yet, we understand that the pursuit of DEI is an ongoing endeavor that requires more than just intentions. It demands the formulation of robust policies, the implementation of targeted initiatives, and a sustained, long-term dedication to ensuring that no one is left behind. In our societies, including within our universities, the pursuit of DEI is a journey that must be actively embraced. It calls for continuous refinement of policies, innovative approaches, and the unwavering dedication of all stakeholders. Only through collective action and persistent advocacy can we create a future where success is measured not only by individual achievements but also by the inclusivity and equity of our communities. •