From 26–30 January 2026, Stellenbosch University (SU), in collaboration with the University of Chile and the University of Groningen (the Netherlands), hosted the fifth edition of the EQUiiP Summer School Programme. Under the theme “Inclusive Teaching Through Peer Learning and Sharing Teaching Practices”, this year’s programme brought together lecturers, faculty members and academic developers for an intensive week of reflection, dialogue and practical engagement around equity and inclusive internationalisation in the classroom.

Facilitated by a cross-continental team — including SU colleagues Vernita Beukes and Anika Berning-van Zyl, alongside Ludmila Kalasnikova from the University of Chile, as well as, Carole Fuller and  Estelle Meima  from the University of Groningen — the programme created a dynamic space for shared learning and exchange. Through interactive workshops and collaborative discussions, participants critically reflected on their teaching approaches, curriculum design and engagement with increasingly diverse student cohorts.

For participants, the programme offered insights that enriched their teaching practice in multicultural classrooms. Kara Pienaar, Contract Lecturer in the Department of Business Management at SU, explained:

“The programme has significantly influenced my approach to teaching by deepening my awareness of the many visible and invisible factors that shape a diverse classroom. It has shifted my perspective from viewing diversity as something that needs to be managed, to recognising it as a valuable resource for learning.”

A growing international collaboration

The involvement of the University of Chile in this year’s EQUiiP Programme added a valuable dimension to the growing South–South collaboration between Southern Africa and Latin America. This engagement further aligns with SU’s continued commitment to deepening and strengthening partnerships across the Latin American region.

Ludmila Kalasnikova, English Medium Instruction (EMI) Programme Coordinator at the University of Chile, reflected on her contribution as facilitator:

“I shared both theoretical perspectives and practical experiences related to internationalisation, EMI, and strategies for teaching subject content in global classrooms. We explored what it means to teach a multicultural and multilingual student cohort, a group of students from diverse cultural, linguistic, national, and educational backgrounds, and discussed inclusive approaches that help to ensure all students can actively participate and succeed in their studies.”

The Chilean perspective added comparative depth to discussions on multilingualism, curriculum development and global engagement. Participants examined how institutions in different regions respond to similar challenges — from navigating linguistic diversity to embedding equity into everyday teaching practice.

Estelle Meima, Curriculum Developer at the Teaching Academy Groningen at the University of Groningen, reflected on the broader trajectory of the programme:

“These collaborations are especially important to understand the local contexts and institutional relevance — the original materials were designed in a European and post-pandemic context and needed to be adapted. Not only are the facilitators from different institutions, but their cultural backgrounds are also very different. We learn from each other in the preparation phase of the programme as well as in the delivery phase.”

Her reflection underscored the value of contextual sensitivity and institutional learning across borders. This combined international experience created a layered and comparative learning environment — one that enabled participants to reflect on their own institutional practices while situating them within a broader global conversation on inclusive internationalisation.

From reflection to practice

A strong theme emerging from participant reflections was the importance of translating dialogue into action. The programme positioned equity not as a theoretical ideal, but as a daily pedagogical responsibility. Through case studies, peer exchange and facilitated reflection, participants explored practical tools to create learning environments where all students feel recognised and supported.

Helga Sykstus, Lecturer and Coordinator at the SU Language Centre, noted:

“I realised that while openness and respect are foundational, there are always more effective, structured, and theoretically informed ways to facilitate intercultural dialogue and deeper engagement among students.”

The 2026 EQUiiP Summer School therefore served not only as a professional development opportunity, but also as a strategic platform for strengthening international partnerships grounded in reciprocity, shared learning and long-term collaboration.

As institutions across the globe grapple with increasingly diverse classrooms, initiatives such as EQUiiP demonstrate that inclusive internationalisation is most effective when it is co-created through sustained dialogue, cross-continental exchange, and a shared commitment to ensuring that every student feels included and heard.