Abstract
This case study outlines the inclusive learning design and pedagogical approaches used to support a diverse and international cohort in the Digital Mental Health module of a distance-learning MSc programme at the University of Birmingham. The international cohort comprised working professionals and learners with diverse educational and cultural backgrounds. Recognising that traditional didactic approaches were unsuitable for this group, the module was redesigned using micro‑lectures, case-based learning, and scaffolded materials informed by the Jisc Digital Pedagogy Toolkit. Constructive alignment ensured coherence between learning outcomes, activities, and assessments, including higher-order MCQs validated by external examiners. This case study highlights how flexible digital pedagogies, cultural responsiveness, and iterative student feedback can enhance engagement, confidence, and critical application of knowledge in an internationalised online environment. The study concludes with recommendations for HE educators designing inclusive learning in digitally mediated postgraduate programmes.
Keywords: online learning, distance learning, flexible digital pedagogy, digital mental health teaching.
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