Why Does Higher Education Need Diversity, Equity, and Inclusion (DEI) More Than Ever?

”Until we get equality in education, we won’t have an equal society.” (Sonia Sotomayor)

Diversity, Equity, and Inclusion (DEI) is an inclusive framework designed to foster fair, equitable, and welcoming environments for everyone, particularly for those who have been historically underrepresented, marginalised, or faced discrimination. It’s more than a trendy buzzword; it represents a dedication to acknowledging, appreciating, and uplifting individual differences. (Mediratta, 2025; Wilkinson, n.d.; World Economic Forum, 2025.)

The progress of DEI and the promotion of human values seem to encounter surprising challenges in today’s public discourse. The backlash against democratic progress arises from various sources, e.g., political polarisation, economic tensions, the spread of misinformation, and pushback against shifts in power dynamics. The opposition manifests in many unfortunate ways, such as hostility toward immigration, denial of minority rights, and rejection of global human rights standards. (Andoh, 2025; Grim et al., n.d.; Mattar, 2025.) According to Johnson and her colleagues (2024), DEI initiatives are often being framed as part of broader ”culture wars”. As a result, the values face criticism from those who see them as a form of reverse discrimination. The jargon is frequently exaggerated by politicians and certain media outlets.

Despite the apparent disturbance in societal debate, DEI values are widely recognised in businesses and workplaces, impacting both employee well-being and overall job performance (Nicholson, 2025; Kratz, 2025). The positive impact of DEI policies in the world of work has also been acknowledged in several scientific research (e.g., in Cheng, 2020; Holmes et al., 2023; Mahalakshmi, 2024; Park et al., 2025; Trochmann et al., 2023). In alignment with the findings, the interest of this article is to reflect on the following question:

What requirements does the promotion of DEI bring to higher education – an institution tasked with shaping the skills and intellectual curiosity of future professionals and contributing to societal progress?

Is higher education cherishing the diversity of the students?

Today, higher education (HE) is expected to accomplish much more than just academic performance. It must engage with society, exemplify equity and equality, and demonstrate respectful dialogue of conflicting opinions.

Several policies (see e.g., EUA, 2019; European Commission/EACEA/Eurydice, 2022; Learning for Justice, 2023; Teacher Academy, n.d.; UNESCO, 2023) advocate for equity in HE. Educational institutions are called upon to provide equal opportunities for all students to succeed, regardless of background. They are invited to critically address the systemic barriers that prevent students from diverse backgrounds from achieving their full potential, and to ensure fair treatment for all.

Obviously, HE teachers and researchers are interested in the impact of DEI on teaching and learning. Several studies highlight that a diverse student body and faculty enhances the learning environment by introducing a variety of perspectives, experiences, and approaches to intellectual inquiry. The diversity cultivates critical thinking, enhances problem-solving capabilities, and deepens understanding of complex global issues. Eventually, this positive drive can create an atmosphere of respect, where students feel recognised and valued. (Avogaro, 2023; Phillips, 2014; Piland et al., 2000.)

Should the focus in higher education shift from selection to cultivation?

From another perspective DEI is important for HE institutions as they reinvent their role in a rapidly transforming world. The current model operates under the assumption that HE’s role is to identify and admit students who have already demonstrated a high degree of achievement. The approach becomes evident in competitive admission criteria, standardised testing regimes, and an overemphasis on past performance as the sole predictor of student engagement. While it is essential to recognise the importance of educational preparedness, a narrow focus can lead to significant oversights, particularly from DEI perspective. (Park, 2023; Western New England University, 2024).

The intense competition for admissions creates a sense of scarcity, which particularly affects marginalised groups. This competition can make the application process stressful, leading people to feel that one person’s success means another’s failure. This is especially challenging for students from disadvantaged backgrounds, such as those with low incomes, from underrepresented racial and ethnic groups, with disabilities, and first-generation college students. Many of these students lack the necessary resources, aligned support systems and social and cultural capital (e.g., family wealth, connections, community expectations and pro-educational norms) to succeed in a competitive educational environment. Relying only on traditional grades to gauge students’ potential can disadvantage those who lack access to early life resources while favoring those who do. (Education and Social Mobility, 2023; Douglas et al., 2024; Strømme & Wiborg, 2024.)

In further, the establishment often overlooks the numerous and diverse ways people can excel, particularly in terms of diverse identities and life experiences. Valuable qualities such as creativity, resilience, curiosity, the ability to lift team spirit, physical activity, previous study and work experience, and motivation for learning are still not fully appreciated in educational systems.

Are universities investing in their ability to teach, support and succeed with diverse students?

Focusing on pre-existing, normative ability measured by biased metrics may limit a HE institution’s motivation for continuous development. By selecting students deemed capable by narrow standards, institutions may invest less in supportive pedagogical approaches, inclusive learning environments and personalised learning opportunities. This leads to a focus on maintaining the establishment rather than co-creating new ways of teaching, researching, performing, and measuring. These conservative norms, often unspoken and tacitly reinforced, can manifest in various ways in higher education practices and traditions (Deresiewicz, 2014).

The unfortunate aspect is that, as fitting for many, it subtly marginalises those who do not conform. By ignoring the values of DEI, higher education risks excluding individuals with significant future potential in critical societal areas, disciplines, and professions – fields that rely on diverse perspectives and talents to address unpredictable challenges and drive innovation. Beyond the societal loss, this exclusion has a profound impact on individuals on a personal level. For students, higher education is not only a path to career advancement but also a journey of self-discovery, empowerment, and a sense of belonging. Incorporating DEI in higher education means advocating for equal opportunities for students to explore their intellectual potential, feel valued in educational settings and transform their lives through knowledge and learning.

Individual flourishing and societal progress – why aim for less?

The alternative perspective could spotlight HE’s special role in supporting individuals through DEI approach. Instead of acting as gatekeepers, HE institutions should become gardeners that nurture diverse talents and contributions. This way, everyone can reach their full potential and contribute to the shared future we are building together. It’s important to note that this doesn’t mean lowering standards. Rather, it means expanding our understanding of what ability means and reaffirming our commitment to the positive impact of education for all.

Acknowledgement
The author has utilised AI to restructure expressions and proofread the linguistic integrity of the text.

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