Inclusive Education Takes Centre Stage at EduVation Summit

If there was one theme that seemed to echo through the halls at this year’s EduVation Summit, it was the growing realisation that inclusion isn’t some nice extra—it’s the bedrock of any education system worth its salt. I’ve seen this conversation pop up across different corners of the startup and social‑impact world that Arageek often covers, and it always reminds me of a project I once witnessed in a tiny community school in the Bekaa Valley, where teachers were doing wonders with almost no resources. It proved to me that inclusion isn’t about having the fanciest tools; it’s about intention.

That same spirit shaped the fireside chat titled “Inclusive and Accessible Education Models for Diverse Student Needs,” where speakers unpacked what it truly means to design learning that embraces rather than merely accommodates differences. And believe it or not, the chat didn’t drift into the usual policy jargon. Instead, it leaned into the very human side of education—how students feel, how they learn differently, and why belonging matters just as much as accessibility.

The session featured three voices who brought quite distinct experiences to the table. Ibrahim Abugazia from UNICEF’s Education in Emergencies programme spoke about the realities of learners in crisis zones, where inclusion can literally determine whether a child stays in school. Soha Elzalabany, who founded the TomooH Foundation, offered a grounded look at how community-based models can adapt to diverse needs without turning everything into a bit of a faff. And then there was Dalia Sherif of Surpass Training Consultancy, who stressed that nothing shifts without educators being properly equipped and confident.

What struck me was how all three agreed on one thing: inclusion shouldn’t be an afterthought. It has to be designed from the start. That said, the conversation went deeper by drawing a line between access and belonging. Access, as they noted, is the minimum—ramps, readable materials, adaptable tech. Belonging is the atmosphere that tells a learner, “You’re meant to be here.” I reckon many institutions still conflate the two.

Universal Design for Learning came up as a practical way forward, not as some trendy framework but as a mindset that anticipates rather than reacts. On the flip side, the speakers didn’t shy away from pointing out that rigid systems often get in the way. Policies look great on paper… well… I mean, until you try to implement them in a real classroom with 30 students of wildly different backgrounds.

The audience was encouraged to look inward and identify what barriers they may be unintentionally maintaining—whether in assessments, classroom culture or even the language used in everyday interactions. One comment that stood out was the reminder that institutions themselves must evolve, not just their materials.

EduVation’s broader mission—turning tough discussions into practical steps—came through clearly in this chat. The whole session carried a sense of collective responsibility, as if everyone in the room understood that inclusion isn’t about doing more, but doing better. Or as one attendee whispered beside me, “This is spot on.” I was quite chuffed to bits to hear that.

In the end, the takeaway was simple but powerful: meaningful inclusion happens when education is built with learners, not merely for them. And for those of us at Arageek who keep an eye on how innovation can serve the region, it’s a conversation that feels long overdue and definately necessary.

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