Addressing Social Marginalisation in Education to Foster Inclusion: A Comprehensive Examination of Higher Tertiary Education

Tariraishe Kadenhe, Benaya Muchovo, Thandolwenkosi B Mguni, Sithabisiwe Gadlula, Tsepeso Setoboli and Doris Chasokela
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Tariraishe Kadenhe: National University of Science and Technology
Benaya Muchovo: National University of Science and Technology
Thandolwenkosi B Mguni: National University of Science and Technology
Sithabisiwe Gadlula: National University of Science and Technology
Tsepeso Setoboli: National University of Science and Technology
Doris Chasokela: National University of Science and Technology

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 1, 4617-4627

Abstract: Social marginalization remains a persistent issue in higher tertiary education, undermining the concepts of equity and inclusion that are essential for academic and societal advancement. This study conducts a thorough evaluation of ways for addressing social marginalization in tertiary institutions, combining insights from published articles from several fields. It investigates the various facets of marginalization, such as socioeconomic disparities, racial and ethnic discrimination, gender inequities, and hurdles faced by people with disabilities. The study emphasizes evidence-based treatments like inclusive curriculum design, targeted financial support programs, mentorship activities, and diversity training for teachers and staff. Furthermore, it investigates the impact of institutional policy, community participation, and technology in fostering equitable learning environments. The findings highlight the necessity of a holistic, systemic approach to promoting inclusion, advocating for participatory governance frameworks that incorporate underrepresented voices into policy and decision-making processes. This study closes with actionable recommendations for higher education stakeholders to incorporate inclusivity into institutional culture, improving academic access, retention, and achievement for all students. The synthesis of current research is an invaluable resource for policymakers, educators, and researchers interested in increasing equity in upper tertiary education.

Date: 2025
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