Creating an Inclusive University Climate

The monograph addresses a key challenge of contemporary higher education: how universities can sustain an inclusive climate amid growing diversity, psychosocial vulnerability, value pluralism, and increased expectations for accountability and student well-being. Within this focus, Indian Knowledge Systems are presented as an integrated philosophical and psychological tradition that connects metaphysical assumptions, ethical principles, and disciplined practices of self-cultivation with a coherent view of mind, consciousness, and human flourishing. Inclusion is interpreted not only as a matter of formal policy, but as an outcome of ethical culture, interpersonal recognition, and daily practices that strengthen psychological safety and belonging in the academic community. Accordingly, IKS-based perspectives frame inclusion as a relational and developmental process grounded in self-regulation, mindfulness, compassion, and responsibility, with implications for leadership, teaching and learning, and institutional design.

The monograph targets researchers, university leaders, student support services, educators, psychologists, policymakers, and graduate students who need an integrative framework linking philosophical foundations to practical interventions in university life. By treating IKS as an actionable intellectual resource rather than symbolic heritage, it offers a structured basis for evidence informed policy, psychosocial support, reflective pedagogy, counseling, and community building initiatives that can reduce exclusionary dynamics and support well-being in inclusive universities.