Abstract:

Introduction:
Within the scope of inclusion, universities aim to promote within the academic community an environment (technological, physical, human and learning) accessible, sensitive to diversity and universal. The University of Porto has developed several projects where inclusion is the main leitmotiv. In this paper, we will present the current Skills4NextGeneration project, axe 4.2, which has the precedent project entitled European Network of Inclusive Universities (EUni4All-Network), financed by ERASMUS+ European Programm, which brings together a group of European entities and universities to advance the construction and visibility of universities that work for inclusion.The ultimate goal of the project is to build a network of universities working for inclusion to serve as a reference for students with disabilities and improve their decision-making in terms of their mobility options and University studies. But the inclusion concept, besides the disabilities, namely in a learning, research and innovation context as should be the Academia, must embrace cultural and linguistics, gender, sexual, harassment, and neurodivergent dimensions and here acts the Skills4NextGeneration Project.
The aim of the study: The Skills for Next Generation project aims to promote actions focused on recognising and valuing differences and promoting justice and equity in access to knowledge, learning and research. One of the axes of this project (Axis 4.2) aims to create a digital platform for sharing experiences, and pedagogical content, some of it gamified and monitoring the inclusion.

Methods:
The project has a methodology based on Human Centred Design (HCD) through a set of steps that involve the human perspective throughout the process. In addition, we use the approach of Reflection-in-Action, a reflective practice during the design action that allows critical thinking by questioning and structuring the assumptions because the movement demands a response (reaction) and must be constantly analysed.

Results:
The User Research inform us that we have different groups of minorities in addition to people with special educational needs (physical and intellectual); they are: people with origins from another institution, international students (with different cultures, regions, nationalities, ethnicities, religions), people with different sexual or gender identities (female, non-binary, LGBTQIA+, among others), people who suffer moral and sexual harassment, people with maternity and paternity status, 1st generation students (the only ones in their family to reach teaching superior) and vulnerable groups (imposed by socio-financial inequalities)

Conclusions:
This article aims to demonstrate the User Research conclusions for this project and which will settle the user, context, function, and technological requirements of the user interface platform and the gamified contents explained in the body of the paper. This project's methodology is HCD, involving the human perspective throughout a co-creation process. Furthermore, we used the Reflection-in-Action approach, a reflective practice during the project activities that allows critical thinking by questioning and structuring the assumptions because the action demands a response (reaction), which must constantly analyse.

Keywords:

Inclusion, Diversity, Human-Centred Design, Reflection-in-Action.