To have diversity, equity and inclusion (DEI) at work means that people, regardless of who they are or what they do for their jobs, feel equally valued, supported, empowered and represented in all areas of the workplace. Workplace learning, particularly in an increasingly common remote and hybrid setting, needs to facilitate the inclusion of all learners. However, it is challenging to know which approach to take or what best practices to follow, especially when learning is augmented by technology. Below are some considerations about how to leverage technology to design an inclusive learning environment.

Ensure That Technology Empowers and Connects People

Online learning can be isolating, so connect your learners with a network of support via collaboration and communication tools. Many such tools support the creation of multiple discussion groups, the ability to post questions and share resources, and the opportunity to mentor others. Make sure that the rules of engagement are clearly established and that people are encouraged to share their life experiences, have alternative perspectives, debate ideas and in general help create a place that is open to different viewpoints.

Use Universal Design Principles

Universal Design Principles (UDL) champion for accessible and inclusive instructional approaches that consider the abilities of all learners and eliminate unnecessary hurdles in the learning process. Be intentional about how you use technology — consider the choice of hardware (e.g., mobile devices, laptops, VR headsets); software (e.g., applications, apps, extensions); and technology-based learning environment (e.g., learning management system, content libraries, collaboration platforms) to ensure they provide multiple means of access, representation and engagement.

For example, does your video player allow closed captioning? Is your LMS compatible with screen readers so that people with visual impairment can navigate around the system without problems? For instructional design, I recommend this best practices guide that incorporates UDL.

Provide User Control and Agency

Providing user control and agency is important for both in-person and remote learning as there are no “typical” learners. People have varied abilities, strengths, constraints, experiences and preferences. These aspects can be dynamic and change depending on the context, content and time. Taking this variability into account, we need to design learning experiences that are flexible and provide multiple support options.

For example, offer different learning pathways, delivery modes/media and pacing (e.g., the option to skip ahead or to slow down and revisit certain content/activity). It is equally important to provide an opt-out option, especially for data collection and analysis. Be transparent about user privacy and data ownership: People need to be informed about how data are collected, used and stored. And they should be able to choose not to have their personal data collected.

Build Capacity and Literacy for Technology

Participation in online and blended learning requires technology access and a set of digital literacies that are not equally accessible to all learners. This is more so the case with the advance of artificial intelligence (AI) and other emerging technologies such as the metaverse. Technology literacy equips learners with the skills to find credible information, critically evaluate sources, create thoughtful content and also to understand what digital tools are better suited for different learning strategies and purposes (e.g., mobile devices are better for viewing short videos and micro-learning content but not as easy to access an entire course). Embed technology literacy skills into your overarching learning offering so that everyone can start from a base of shared understanding and become adaptable as innovations arise.

Technology can help create and support an inclusive workplace learning environment. It requires commitment, thoughtful design and intentionally removing barriers to access.