The Learnt Curriculum: Adapting Culturally Sensitive Curricula Scales to Develop a Module Level Curriculum Toolkit

Efforts to diversify and decolonise higher education have gained momentum in recent years, aiming to address racial and systemic inequities. However, marginalised perspectives often remain marginalised in curricula, affecting the engagement and success of minoritised students. The lack of diversity among faculty further compounds the issue, influencing teaching content and perpetuating non-inclusive curricula. Meaningful change necessitates ongoing re-evaluation through critical and intersectional lenses, involving self-reflection to uncover biases and transform teaching practices. Assessing curricular initiatives is vital for guiding progress, and Thomas and Quinlan’s (Widening Particip Lifelong Learn 23:37–47, 2021) Culturally Sensitive Curriculum Scales (CSCS) offer a framework to assess and enhance cultural inclusion. The original CSCS framework assesses curriculum on four dimensions: diversity, positive portrayals, challenging power, and inclusive engagement. This case study detailing a pilot project at the University of Derby explores the application of CSCS to analyse student assessments in a science communication module. The study demonstrates increased instances of culturally sensitive keywords in student work, highlighting the impact of curriculum adjustments on awareness of diversity and systemic barriers. While limitations exist, the CSCS toolkit shows potential to enhance cultural inclusivity in higher education pedagogy, encouraging critical engagement with diversity issues. Recommendations include expanding studies, developing guidelines, and exploring long-term impacts.