Abstract

Most of the policies implemented in higher education institutions (HEIs) tend to be oriented toward systems of representation and participation of traditional students, but do not respond to the needs of non-traditional students (NTS). This article aims to present a model that allows HEIs to reflect on their institutional strategies to foster inclusive engagement and participatory governance in this group of students. These strategies cover aspects such as access, governance, participation, quality processes, teaching and learning, and well-being, focusing specifically on NTS. Through a review of the literature, we identified an initial set of categories related to the engagement and participation of NTS, which served as the basis for the preliminary design of the model. This model was then validated using the Delphi technique with the participation of international experts. Finally, the definitive version of the model was established through a co-creation process with representatives of six European institutions associated with the InclusiPHE (Inclusive Engagement of Non-Traditional Students in Professional Higher Education) project, which focuses on the inclusion of NTS. In this article, we present a model for reflection on institutional strategies to foster the engagement and participation of NTS in HEIs. This article is innovative in that it provides a comprehensive model for reflection on institutional strategies that enable the implementation of policies and practices aimed at generating a more inclusive institution, by considering NTS.