Inclusive and accessible education is critical for equipping students with the knowledge and skills necessary to navigate the modern business environment. This abstract presents a case study of two undergraduate modules—Business Intelligence in Practice (Level 4) and Web Application Development (Level 5)—offered at the University of Salford. Both modules integrate inclusive teaching practices, project-based learning, and co-creation to support diverse student needs and improve engagement, motivation, and skill development.

In the Business Intelligence in Practice module, students work with open datasets from sources such as the Higher Education Statistics Agency and Data.world to analyze real-world problems affecting university students. These problems include mental health, nutrition, and the challenges faced by international students. Learners select topics based on personal interest and experience, creating data-driven proposals that are presented in group demonstrations. This flexibility encourages deeper engagement and highlights student agency in addressing issues that matter to them.

The Web Application Development module focuses on creative, self-directed learning. Students design personal websites that reflect their individual strengths, incorporating sections such as "About," "Skills," and "Contact." The module emphasizes digital accessibility and long-term usability through the use of GitHub Pages as a publishing platform. Students report increased motivation and ownership of their learning, with many continuing to refine their websites beyond the assessment period.

Both modules prioritize inclusivity by allowing students to choose project topics and formats that align with their learning styles and interests. Co-creation is embedded through collaborative tasks and peer feedback sessions, fostering a supportive environment and mutual learning. The approach also helps students build practical skills in data analysis, problem-solving, and web development using tools such as HTML, Cascading Style Sheets, and JavaScript.

Analysis of student submissions, reflective writing, and end-of-module feedback reveals strong evidence of engagement, creativity, and practical skill acquisition. This case study illustrates how inclusive and accessible design can enhance the student learning experience in business education.

Keywords: Inclusive education, co-creation, student engagement.