Equal treatment in the context of teaching

The University of Tartu values a learning environment where all students and staff can participate, learn and teach with dignity, safety and without discrimination and prejudice. Equal treatment does not always mean treating everyone exactly the same, but also behaviour that ensures that everyone has truly equal opportunities for learning and self-fulfillment.

The recommendations and examples are based on the University of Tartu's principles of equal treatment. The guidelines help lecturers and students to notice, prevent and resolve situations of unequal treatment in the context of teaching.

General recommendations for ensuring equal treatment in teaching

Adapting learning to the needs of learners

Equal treatment requires flexibility. Learners' circumstances, including special needs, health conditions, work or family obligations, may require reasonable adjustments – for example, extensions of deadlines, alternative assessment methods or accessible learning materials.

Example: If a student uses a screen reader due to limited vision, it should be ensured that the learning materials are machine-readable and accessible.

Clear and transparent assessment and participation rules.

Learners need to be aware of the principles and expectations of assessment from the beginning of the course. Rules, assessment criteria, and grounds for exceptions need to be documented and applied consistently and on a consistent basis.

Example: Unequal treatment can occur when a teacher applies the same rules more strictly to some groups or only offers exceptions selectively.

Recognize and acknowledge biases

Awareness of personal and cultural biases helps to avoid situations where stereotypes based on language, gender, ethnicity, or age influence attitudes or assessment. Find opportunities to improve yourself in culturally sensitive situations.

Example: A teacher may subconsciously assume that an older student is more disciplined, or that a younger teacher needs guidance. Such attitudes can negatively affect communication and collaboration.

Support open and respectful communication

A safe learning environment means that everyone can express their views and needs without fear of judgment or rejection. The instructor could formulate clear communication principles at the beginning of the course, for example, that opinions are welcome, but must remain respectful of each other.

Example: The teacher also occasionally uses moments of reflection in seminars: “Did we have enough space for everyone in the discussion today?” or “How did you feel when we discussed the topic?”

Impartiality and avoidance of conflict of interest

Teachers should avoid situations where personal relationships, sympathies or vested interests influence assessment or communication. Where necessary, colleagues should be involved to ensure impartiality.

Example: Situations where a lecturer supervises a family member or former colleague should be avoided; it would be better to find another supervisor or involve a co-supervisor in the activity.