Universities as Inclusive Communities: Faculty Wellbeing, Neurodiversity, and Social Cohesion

Higher education institutions play a critical role in advancing social cohesion, human capital development, and national progress. While inclusivity has received considerable attention in relation to student experiences, comparatively little research has examined inclusivity from the perspective of faculty members, particularly regarding neurodiversity, psychological safety, and workplace belonging. This study investigates faculty perceptions of inclusivity within higher education institutions and explores how inclusive academic environments contribute to institutional effectiveness and nation-building outcomes.

Drawing upon theories of workplace inclusion, psychological safety, organizational culture, and sustainable development, the study adopts a comparative mixed-methods approach involving faculty members from higher education institutions in Oman and Europe. Data will be collected through a structured survey consisting of closed-ended and open-ended questions examining institutional inclusivity, neurodiversity awareness, psychological safety, belonging, perceived institutional support, wellbeing, and engagement. Quantitative data will be analyzed using descriptive and inferential statistics, while qualitative responses will be examined through thematic analysis.

The study proposes that inclusive and neurodiversity-aware academic cultures foster stronger faculty wellbeing, engagement, and institutional commitment, which in turn contribute to institutional effectiveness and broader nation-building objectives. The research is aligned with Sustainable Development Goals 3 (Good Health and Wellbeing), 4 (Quality Education), 8 (Decent Work and Economic Growth), 10 (Reduced Inequalities), and 16 (Peace, Justice and Strong Institutions). By foregrounding faculty voices, the study contributes to a growing body of scholarship on inclusive higher education and offers evidence-based recommendations for policy and practice aimed at building more equitable, supportive, and sustainable academic institutions.