Birla Institute of Management Technology( BIMTECH), through its Centre of Education for All( BCall), lately concluded a five- day “ Train the Trainer Workshop for Inclusive Higher Education ” under the EU- funded Project AIDEdu. The programme marked a significant step toward advancing digitized, inclusive, and accessible operation education in India and Nepal, with a clear alignment to Sustainable Development Goals( SDG) 4 on quality education, SDG 10 on reduced inequalities, and SDG 17 on hookups for the pretensions. 

The factory brought together actors from Spain, Austria, Latvia, Nepal, and India. It created a cooperative platform where faculty members, experimenters, and education professionals could engage in a meaningful exchange of ideas on inclusive advanced education and its unborn line in South Asia. A notable point of the programme was its focus on exploring how Generative AI could be integrated into tutoring and literacy processes to strengthen inclusivity. prestigious experts led multiple sessions that stressed both strategies and real- life exemplifications, with particular emphasis on ‘ Universal Design for Learning’( UDL). 

Over five days, the factory addressed multiple confines of inclusive education. These included understanding disability and addition, conversations around the Convention on the Rights of Persons with Disabilities, and indigenous values and duties that support inclusive practices. The sessions also explored the current geography of disability and addition in advanced education institutions in India and Nepal, while italicizing the need for stronger capabilities and tools to advance inclusive education across the region. Actors were also introduced to perpetration strategies using digital literacy platforms and how these could be linked with the achievement of Sustainable Development Goals. 

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of the factory drew on stylish practices from Spain and other EU countries, looking at encyclopedically tested models of addition and their implicit rigidity in South Asia. A special session stressed the compass of Generative AI as a tool that could be used to enhance engagement and availability for different learners. Professors from BIMTECH also participated perceptivity from their primary data exploration on the Diversity, Equity, Inclusivity, and Availability( DEIA) script within the institute, furnishing a contextual understanding of being challenges and openings. 

Speaking about the significance of the action, BIMTECH Director Dr. Prabina Rajib said the factory handed a vibrant platform for knowledge sharing, collaboration, and strategic planning. She observed that actors not only gained exposure to inclusive education practices in Europe but also examined how these could be really acclimated to South Asian advanced education. According to her, the trials with Generative AI during the sessions demonstrated its eventuality to enrich inclusivity, pupil engagement, and the overall effectiveness of the tutoring and literacy process. 

The sessions were led by a blend of transnational and institutional experts. Dr. Javier Fernández Molina and Dr. Mario Guillo from the University of Alicante, Spain, conducted a session specifically concentrated on integrating Generative AI into pedagogy. Their donation urged actors to reflect on both the openings and challenges that AI tools bring to inclusive tutoring practices. From BIMTECH, design Lead Dr. Himanshi Tiwari contributed by participating strategies and practical exemplifications of Universal Design for Learning. She underscored the significance of contextualizing UDL principles to suit the Indian advanced education terrain, which continues to grapple with issues of access, diversity, and equity. 

The five- day programme eventually underlined the significance of capacity structure among preceptors to insure that advanced education institutions are equipped to deliver on the pledge of addition. For BIMTECH, the action also ties nearly to the ongoing work of its Centre of Education for All( BCall). Established as a pioneering action for promoting educational addition, BCall has been envisaged as a model centre that demonstrates practical ways to apply availability in academic spaces. The centre is equipped with assistive technologies similar as malleable workstations, large- print keyboards, speech- to- textbook software, and availability plugins. Through these coffers, it aims to place itself as a indigenous leader in fostering inclusive literacy surroundings. 

The factory, with its transnational participation and knowledge- participating focus, was as important about espousing new technologies as it was about reaffirming a commitment to the values of inclusivity and equity in education. By combining literacy from European stylish practices with the specific requirements of Indian and Nepali institutions, the sessions laid the root for creating advanced education spaces that are more responsive, accessible, and digitally enabled. For the actors, it was also an occasion to see how global collaborations under enterprise like Project AIDEdu could directly contribute to the advancement of Sustainable Development Goals, not just in policy conversations but through practical perpetration on the ground. 

In the broader environment of advanced education, BIMTECH’s factory gestured the significance of integrating technological invention with social responsibility. Generative AI, Universal Design for Learning, and availability- concentrated structure were presented not as insulated themes but as connected pathways toward making education more inclusive. The conversations corroborated the view that achieving inclusivity in advanced education requires a holistic approach — one that combines policy mindfulness, digital tools, institutional commitment, and sustained transnational collaboration. 

As advanced education continues to evolve in response to technological and social shifts, the “ Train the Trainer Workshop for Inclusive Higher Education ” has created instigation for dialogue and action on how institutions can acclimatize and lead. For BIMTECH and its Centre of Education for All, the programme represents both an achievement and a responsibility, as the assignments drawn from it’ll inform the institute’s ongoing sweats to make operation education in the region more inclusive, indifferent, and aligned with global sustainability pretensions.