The morning travel was hard, but as soon as I got to the airport, I saw Gosia and Flavia, and I was very excited about the journey ahead.
Next time, eat breakfast or buy plane food. I am starving. We arrived at Luxor airport at 2 pm and waited for a taxi to pick us up. We arrived at the hotel around 6 pm. We were tired, but ok, we were still high-spirited for the week ahead.
New skills and perspectives I gained from this project that I might not have learned in class
Participating in the Inclusive Higher Education project in Egypt provided an invaluable opportunity to gain practical insight that extended far beyond classroom-based learning. While academic modules often explore theoretical frameworks surrounding inclusion, disability rights, and accessibility, this experience allowed me to witness how these principles are negotiated, implemented, and supported at both institutional and governmental levels.
One of the most significant learning experiences was engaging with representatives connected to the Ministry of Education. Hearing directly about national strategies to increase access to higher education for students with disabilities provided a broader systemic perspective. In classroom settings, policy is often discussed in abstract terms; however, observing how ministries collaborate with universities to shape inclusive frameworks revealed the complexity of translating policy into action. I gained a clearer understanding of how legislation, funding structures, and institutional accountability mechanisms work together to promote accessibility.
Additionally, the experience strengthened my intercultural communication skills. The symposium brought together academics, researchers, and policy stakeholders from diverse cultural backgrounds. Professionals from different countries and educational systems shared their unique approaches to disability inclusion. Engaging in dialogue with individuals from various cultures required adaptability, active listening, and respect for differing perspectives. I learned that while the goal of inclusive education is shared globally, the pathways toward achieving it are influenced by cultural values, societal attitudes toward disability, and resource availability.
A particularly transformative perspective was recognising that inclusion is a collective responsibility. Meeting individuals from different cultural contexts who were united by the same cause, making higher education accessible for students with disabilities, reinforced the idea that inclusion transcends borders. Despite differences in language, tradition, and educational infrastructure, the shared commitment to accessibility created a powerful sense of solidarity.
Furthermore, I developed enhanced skills in collaborative policy thinking. During workshops, we discussed how ministries, universities, and community organisations can work together to reduce barriers faced by students with physical, sensory, cognitive, and neurodiverse disabilities. These discussions required strategic thinking and practical problem-solving beyond what is typically expected in classroom assignments. I gained experience in considering accessibility not only at the classroom level but across entire educational ecosystems.
Importantly, the experience reshaped my understanding of disability. Rather than viewing disability solely through a medical lens, the project emphasised the social model of disability, recognising that barriers within systems, rather than individual impairments, often limit participation. Observing Ministry of Education representatives advocate for systemic change reinforced this perspective.
Overall, this project strengthened my intercultural competence, policy awareness, collaborative leadership skills, and global perspective on disability inclusion. It transformed inclusion from a theoretical concept into a lived, collective mission supported by educational institutions and national leadership.
How this experience helped me feel more connected to my peers, community and subject area
This experience significantly deepened my sense of connection to both the academic community and the broader global movement for inclusive education. The symposium created a space where individuals from different cultures, disciplines, and professional backgrounds came together for one shared purpose: ensuring educational accessibility for students with disabilities.
Working alongside participants from diverse countries fostered a profound sense of unity. Despite cultural differences, we were aligned by a common goal — advocating for inclusive higher education systems that accommodate diverse learning needs. This shared mission created a strong sense of belonging and collective responsibility.
Meeting representatives connected to the Ministry of Education further strengthened this connection. Observing collaboration between governmental bodies and academic institutions demonstrated that inclusive education is not solely an academic conversation but a national and international priority. It highlighted that meaningful change requires partnership across multiple sectors, including educators, policymakers, disability advocates, and students themselves.
Engaging in discussions with individuals from various cultural backgrounds expanded my understanding of how disability is perceived globally. Some participants shared experiences of stigma within their societies, while others described progressive inclusion policies already in place. These exchanges created empathy, mutual respect, and professional solidarity.
The cultural activities also enhanced this connection. Sharing experiences outside formal academic settings allowed us to build personal relationships that strengthened professional collaboration. It was inspiring to see how people from different cultures could unite around a common cause, demonstrating that inclusion is a universal human value.
Most importantly, this experience deepened my connection to the subject area itself. Inclusive higher education no longer felt like an academic topic; it became a lived commitment. Witnessing ministries, institutions, and international participants working together reinforced my belief that accessibility for individuals with disabilities is both achievable and necessary.
This project made me feel part of a global community striving for equity. It reinforced that my academic interests align with a broader humanitarian effort to ensure that education is accessible to all, regardless of disability.
How I see myself applying what I’ve learned from this project in future studies and activities
The experiences I had during this project will remain with me far beyond the symposium. They have shaped not only my academic thinking but also my personal approach to challenges, leadership, and advocacy.
Academically, I intend to apply inclusive principles more intentionally in my future studies. I now recognise that accessibility must be embedded into planning from the very beginning, whether designing research projects, collaborating in group work, or contributing to policy discussions. I will advocate for flexible assessment models and inclusive learning environments that recognise diverse abilities, particularly for students with disabilities. The discussions involving institutional leaders and Ministry representatives reinforced that meaningful change begins with individual commitment but must extend into systemic reform.
However, some of the most profound lessons came from experiences outside the conference hall.
Visiting Luxor Temple deeply influenced my perspective. Standing before its towering columns, surrounded by centuries of history, I reflected on how knowledge, culture, and human achievement have always evolved. The temple symbolised resilience and continuity, a reminder that systems can endure, but they can also transform. I realised that higher education systems, like ancient structures, may seem fixed and immovable, yet they are built by people and therefore can be rebuilt with inclusion at their foundation. In my future academic journey, I will carry that awareness: change may feel slow, but it is possible and necessary.
The hot air balloon experience over Luxor had an even more personal and symbolic impact on me.
When I first arrived at the launch site before sunrise, I was genuinely afraid. Watching the enormous balloon inflate in the early morning darkness made everything feel overwhelming. I questioned whether I should go through with it. The height, the uncertainty, and the lack of control triggered a deep sense of fear.
But as the balloon slowly lifted into the air, something shifted. At first, my hands were tense, and my heart raced. Yet as we rose higher, the landscape beneath us began to unfold: the Nile stretching like a ribbon through the desert, the Valley of the Kings illuminated by soft golden light, the quiet beauty of the earth waking up beneath the sunrise. Gradually, my fear felt smaller.
From the ground, fear felt dominant. From the air, it felt manageable — almost distant.
This experience has profoundly shaped how I will approach future challenges. Just as I learned to move beyond fear in the balloon, I will approach academic and professional obstacles with greater resilience. Barriers to inclusion in higher education can seem large and deeply rooted. Resistance to change can feel intimidating. But when viewed from a broader perspective through collaboration, shared vision, and commitment, those challenges become surmountable.
The balloon experience became a metaphor for inclusive education itself. Many institutions fear change, fear the cost, complexity, or disruption of reform. But once systems rise above outdated structures and view education from a broader perspective, they can see the beauty and possibility of accessibility for all.
In future studies and professional activities, I will apply this lesson in three key ways
- First, I will not allow fear, whether fear of speaking up, proposing reform, or challenging traditional assessment models, to silence my advocacy for inclusion
- Second, I will approach systemic challenges with perspective, understanding that meaningful change requires rising above immediate discomfort to see long-term impact
- Third, I will remember that growth often lies on the other side of fear
The combination of academic engagement, policy discussions, cultural immersion, and personal challenge has strengthened both my professional purpose and personal resilience. I now see my future path not only as a student of inclusive education but also as an advocate willing to rise above uncertainty to contribute to meaningful change. What began as fear in the early-morning sky became clarity at the sunrise. And that clarity will guide my future studies, leadership, and commitment to making higher education accessible for everyone. What once felt overwhelming became insignificant compared to the vast beauty surrounding me.
The part of the project that had the biggest impact on my personal and academic journey
The most impactful aspect of the project was witnessing collaboration between universities, international delegates, and representatives connected to the Ministry of Education, all united in the mission of making education accessible for students with disabilities.
Seeing individuals from different cultures, languages, and professional backgrounds come together for the same cause was profoundly inspiring. It demonstrated that inclusion is not confined to one region or institution but is a shared global responsibility.
Hearing discussions about national strategies for accessibility, funding allocation, and institutional reform expanded my academic understanding of systemic change. It clarified that inclusive education requires commitment at every level from classroom instructors to national policymakers.
Personally, the experience reinforced my belief in the power of collective action. Observing professionals dedicate their work to removing barriers for students with disabilities strengthened my own commitment to equity.
Academically, the symposium shifted my perspective from theoretical learning to applied impact. It inspired me to think beyond individual assignments and consider how educational systems can evolve to serve all learners.
This project was transformative because it demonstrated that meaningful change occurs when diverse voices unite around a shared vision. It affirmed my dedication to contributing to a future where higher education is accessible, equitable, and inclusive for everyone.
Teddy Nantaba, social work student