This study aims to elucidate the process through which universities integrate teaching and learning management policies with reflexive practices, fostering organizational learning across the entire university community, comprising diverse students and staff. In FY2025, focusing on practices based on "Access and Participation Plans" in UK universities, the research examined the characteristics of cyclical initiatives—ranging from strategy formulation to implementation, evaluation, and improvement—through document analysis and case studies. Furthermore, by analyzing the mechanisms supporting teaching and learning management from a comparative perspective between Japan and the UK, this study examined the effectiveness and challenges of reflexive approaches, deriving institutional and practical implications for universities with multi-layered structures.

Specifically, in collaboration with researchers from UK institutions, this study examined operational examples of reflexive approaches in teaching and learning management, leading to a comparative analysis of practices in the UK and Japan. The results of the comparative analysis revealed that organizational transformation requires more than mere institutionalization; a "spiral-up" improvement process that involves repeated "dialogic learning" and "reflexive diagnosis" is essential. The study also confirmed diverse developments tailored to national contexts: Japan’s effective approach of fostering multi-perspective insights and organizational resilience through staff job rotations, and the UK’s structured, data-driven approach emphasizing inter-institutional collaboration. As an interim report of these research findings, a presentation on EDI promotion and reflexive practices in UK-Japan higher education was delivered at the HEIR Network 2025 Annual Conference.