Educational systems, including higher education, are not yet level playing fields (Taylor et al., 2020; UNESCO, 2020). Also, within the Dutch context, higher education is characterized by inequality in terms of access, study success and belonging. Students with minority identities drop out more often, study longer, have lower levels participation, and experience lower levels of belonging (Wekker et al., 2016; Waldring et al. 2020). They are underserved in the current education systems. It is urgent to make education more equitable. However, Equity, Diversity and Inclusion approaches often focus on minority students. They aim to support them in closing gaps in terms of academic skills, and intend to familiarize them with the dominant university norms and codes (Essed, 2008). Inclusive education involves institutional transformation towards inclusive excellence, which is based on learning environments and pedagogies that are attuned to the varying needs, talents, and worldviews of every student, and brings out academic excellence in every student. But building on diversity this way requires deep levels of awareness of teachers and institutions. It can be quite abstract to translate into practical teaching interventions (see also Salazar et al., 2010). It is not easy to establish inclusive classroom environments, especially in polarized times like these. Students in our universities do not always feel safe to express themselves, and sometimes experience microaggressions or racism in class (Waldring et al., 2020; Slootman et al., 2023). Teachers often feel unequipped to manage heated discussions (Müftügil-Yalcin et al., 2023). The VU Mixed Classroom Educational Model provides a way to enhance an equitable learning environment that fosters inclusive excellence. Teachers in Higher Education can establish an inclusive learning environment by building on different perspectives and talents in the classroom. This can be a challenging process. In this article, we offer practical guidance by offering a vision, strategies, and examples of learning activities for various (online/offline, larger/smaller) classroom settings. We also explain the process of development and implementation. The model, developed at the Vrije Universiteit Amsterdam, unpacks three phases in classroom dynamics that lead towards an end goal: creating inclusive learning environments to educate future academics and professionals who are capable of building on differences between themselves and others, using different perspectives in resolving complex problems.

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