Kalit so’zlar: xilma-xillik, oliy ma'lumot, ta'lim tajribasi, tenglik, inklyuziya, tajriba, jarayon.
Introduction. The desire to fully explore the world and its wonders is a fundamental human impulse.
Everyone should be able to attend a school that is supportive and inclusive. Diversity, equity, and inclusion
are three closely linked values held by many organizations that are working to be supportive of different
groups of individuals, including people of transformed races, ethnicities, religions, abilities, genders, and
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sexual orientations. Most colleges and universities differ in their ways. Some of them are great urban
universities, while others are small campuses; some are public, while others are independent. Some suggest
graduate and professional programs, while others focus on undergraduate education.
Figure 1. Description of the diversity, equity and inclusion
Methods. More and more colleges and universities have particular and unique methods and purposes.
One of the most significant features of the higher education system's collective diversity throughout
universities is that it has contributed to the world's greatest. We must maintain diversity if we want to fulfill
the demands of our democratic society and the expanding worldwide extent of the economy. The public has
a right to know why these institutions are so convinced that racial and ethnic diversity should be one of many
factors taken into account when making admissions decisions. There are some reasons: Diversity improves
the quality of tuition. We gain knowledge from others whose experiences, viewpoints, and opinions differ
from our own, and it is ideal for imparting these teachings in an intellectually and socially diverse and rich
environment. It encourages individual processes and a healthy society. Teaching for diversity entails
recognizing a number of variations in the classroom. Teaching for inclusion involves respecting difference.
Teaching for equity encourages differences to influence the way we think, teach, learn, and act so that all
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experiences and methods of being are valued with equality and fairness. When teachers and schools provide
students with resources that are specific to their circumstances, the general atmosphere in the classroom
increases.
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