Collective Interaction: A Key to Inclusive Excellence in Higher Education

Study of Interactions in Nepalese Public Colleges

BHATT BHUWAN SHANARAugust 3, 20261 min read1,836 views

At a glance

A case study examines collective interactions and their influence on inclusion of students with disabilities at Nepalese public colleges.

student sitting on chairs in front of chalkboard — Photo by Shubham Sharan on Unsplash

The study explored the critical importance of collective interaction, going beyond the perspective of individualism, to explore the inclusion of students with disabilities in higher education. The case study aimed to explore the practices of interactions and perceived influence of the interactions on the inclusion of students with disabilities studying at Nepalese public colleges. Mainly, data were collected via interviews, and surveys were also conducted as a preliminary study. Participants comprised students with disabilities and stakeholders for interviews. The study showed that the collective interactions in the colleges were positive but practiced in limited ways. The positively perceived interactions were found to significantly contribute to both the academic activities and social cohesion of students with disabilities and stakeholders. However, the negative interactions of stakeholders were reported to be negatively impacting the inclusion of students with disabilities. The study emphasizes the potential of "collective interaction" in fostering an inclusive environment, suggesting a departure from more individualistic models. Applying this concept within higher education policy could considerably contribute to inclusion practice and culture in the Nepalese and global contexts.

Journal of Comparative and International Higher Education, v18 n1 Article 10 p257-288 2026

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Photo by Akson on Unsplash

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Frequently Asked Questions

🔍What did the study explore?

The study explored the critical importance of collective interaction, going beyond the perspective of individualism, to explore the inclusion of students with disabilities in higher education.

🏫Where was the case study conducted?

The case study aimed to explore the practices of interactions and perceived influence of the interactions on the inclusion of students with disabilities studying at Nepalese public colleges.

📋How were data collected?

Mainly, data were collected via interviews, and surveys were also conducted as a preliminary study.

👥Who were the participants?

Participants comprised students with disabilities and stakeholders for interviews.

✅What did the study show about collective interactions?

The study showed that the collective interactions in the colleges were positive but practiced in limited ways.

📈How did positive interactions affect students?

The positively perceived interactions were found to significantly contribute to both the academic activities and social cohesion of students with disabilities and stakeholders.

⚠️What was the impact of negative interactions?

However, the negative interactions of stakeholders were reported to be negatively impacting the inclusion of students with disabilities.

💡What does the study emphasize?

The study emphasizes the potential of "collective interaction" in fostering an inclusive environment, suggesting a departure from more individualistic models.

🌍Where could this concept be applied?

Applying this concept within higher education policy could considerably contribute to inclusion practice and culture in the Nepalese and global contexts.

📖What is the publication detail?

Journal of Comparative and International Higher Education, v18 n1 Article 10 p257-288 2026

📝What is the overall conclusion?

The study showed that positively perceived interactions significantly contribute to academic activities and social cohesion while negative interactions hinder inclusion.