Abstract Inclusive pedagogy is at the core of student-centered and equity-focused education. Learning environments especially in higher institutions are not responding adequately to calls for inclusion which is foundational to transformational learning, the kind of learning that bring about significant improvement in the student that translates to impactful contribution to the society through action. This paper investigates the need for inclusive pedagogy in higher to achieve transformational learning. Therefore this paper is teleologically-oriented, that is, purpose-oriented. The study also proposes a co-creation of knowledge between institutions, teachers and students through review of their philosophies and curriculum which will bring about purposeful learning that is geared towards making the individual and society better. This paper also makes contribution to the theoretical and practical understanding of inclusion in higher education, to explore how inclusive pedagogy as ongoing process should be constructed continuously to fit with evolving student needs. The theoretical framework of this study is a combination of reflective-learning and transformative learning to investigate the issues raised. The methodology adopted is qualitative and data were collected from secondary sources such as journals, textbooks and internet sources to explore the study. The study concludes that Higher education through inclusive pedagogy should seek to meet students where they are and create a collaborative learning experience with strategic reframing and realignment in philosophy and curriculum to help students to actively participate in the teaching and learning process which will birth transformational learning.