Page 16 - RUICHSS 2023 Proceeding

University of Ruhuna ISSN: 2706-0063
Matara, Sri Lanka

dimension of higher education have been present in ministerial statements within

the Bologna process since 2001. In 2007, during the London Communique, a
comprehensive definition was agreed upon, stating: "The student population that

enrolls, attends, and completes higher education at all levels reflects the diversity
of our society."

Social inclusion is closely tied to the level of education attained, making the

eradication of social inequalities in higher education crucial in fostering a society
with equal opportunities. Achieving a fair and socially inclusive higher education
requires implementing diverse measures to ensure that admission, successful

academic performance, and degree attainment primarily depend on student
competencies rather than personal characteristics and living circumstances beyond
their control (Institute for Development of Education, n.d.).

The social dimension of higher education inherently embodies inclusivity, thereby
enhancing the diversity of the student community. Addressing the challenges of

inclusion is imperative, as everyone possesses an unequivocal and equal right to
education—this right belongs to you, me, and every individual.

According to the Croatian Language Portal (2023), inclusion refers to a state of

being encompassed and included. It signifies not only an attitude and tendency but
also a policy that includes EVERYONE, not just the best but all individuals.
Consequently, "inclusive" implies involving, encompassing, and being an integral

part of something. Inclusion emphasises respect for diversity rather than striving
for equalisation. The focus lies in recognising the potential of each individual and

providing the necessary support.

According to UNESCO (2017), (educational) inclusion represents a process aimed
at overcoming barriers that hinder learners' attendance, participation, and

achievements. Inclusion is considered a fundamental goal of contemporary
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