NUST Disability Redressal Policy - NUST Sustainability

Institutional Spotlight: NUST Disability Redressal Policy

NUST’s 2019 policy serves as a benchmark for institutional inclusion

Disability Resource Center (DRC)

A centralized office for handling all disability-related grievances.

Examination Benefits

Provision of writers and 30 minutes of extra time for final exams.

Academic Prioritization

Priority ground-floor seating and digitized lecture notes.

Social Integration

While technical systems are integrated, a cultural shift is still needed for full extracurricular inclusion.

Events At NUST: Stakeholder Dialogue on Inclusive Education and Digital Accessibility

As part of ongoing work on digital accessibility and inclusive practice in higher education, Dr Seemab Farooqi and Dr Ying Wu participated in a stakeholder session hosted by NUST Business School in Pakistan. The session brough together perspectives from higher education, disability organisations, industry, and policy. With contributions from the University of Dundee, the session created a collaborative exchange that highlighted diverse experiences and institutional approaches to inclusion and accessibility.

A key strength was the quality of dialogue, with participants engaging in constructive discussions on digital learning, assessment, and student support. The session fostered a supportive space for nuanced understanding across contexts, underlining the importance of sustained collaboration. As part of the UK–Pakistan partnership, it contributes to ongoing work on inclusive practice and digital accessibility in higher education.

Events At NUST: Online Workshop on Inclusive Teaching and Digital Accessibility: Dundee–NUST Collaboration

As part of ongoing collaboration on inclusion and accessibility in higher education, an online workshop on Inclusive Teaching and Digital Accessibility brought together colleagues from the University of Dundee School of Business and NUST Business School. The session engaged 46 participants and combined presentations, live discussions, and breakout activities to encourage reflection and exchange of ideas.

Engagement was strong throughout, with participants contributing actively in live chats and breakout sessions. Discussions focused on practical strategies to enhance accessible and inclusive learning environments, and post‑workshop feedback showed a clear impact: most participants reported increased confidence in applying inclusive teaching and digital accessibility approaches, alongside identifying specific actions to implement in their own contexts.

The workshop featured contributions from Dr Seemab Farooqi (neurodiversity, inclusive communication, responsible use of AI), Dr Audrey Gregory (supporting diverse learners and strengthening engagement), Dr Stella Howden (inclusive curriculum and assessment design), and Dr Ying Wu (reflections and breakout coordination). Their combined expertise fostered a collaborative learning environment that connected ideas with practice. This session reflects the project’s core values of strengthening inclusive curriculum design, advancing digital accessibility, and building institutional capacity, forming part of a broader programme of UK–Pakistan partnership activities.