This paper examines the development, implementation, and outcomes of the Truth and Embrace modules, a series of values-based learning experiences designed for first-year HBA students at Ivey Business School. The modules are grounded in the dual framework of truth—the pursuit of evidence, data, and objective knowledge—and embrace—the cultivation of empathy, compassion, and inclusivity. Developed in response to the growing need for inclusive leadership education, the modules integrate Universal Design principles and culturally responsive pedagogy to engage students in critical discussions on topics such as economic disparities, positionality, and systemic inequities.

Through interactive activities, case studies, and reflective exercises, the modules aim to deepen students' understanding of themselves, their peers, and the systems they will navigate as future leaders. This paper outlines the process of designing and delivering the modules, explores key insights gained from participant feedback, and evaluates their impact on students' ability to think critically and empathetically about leadership and inclusion. Finally, the paper reflects on the challenges and opportunities encountered and suggests future directions for embedding values-based learning in business education.

Keywords: Values-based education, inclusive leadership, business education, critical reflection.