Decolonising higher education (HE) remains critical to addressing racial inequalities and improving the experiences of racially minoritised students and staff. This study explores the use of LEGO® Serious Play® (LSP) as an innovative, participatory method for engaging with decolonisation in HE, particularly within the sciences. Guided by Critical Race Theory (CRT), the research centres the voices of racially minoritised participants, offering insight on emotional burdens, institutional barriers, and cultural exclusions. Conducted across three universities in Northern England, the study employed Interpretative Phenomenological Analysis (IPA) with 50 participants from various scientific disciplines: students, researchers, academics, and professional staff. Using LSP, participants built models representing lived experiences of racial equity, systemic challenges, and decolonisation. Six key themes emerged: Equity and Inclusion, Experiential Learning, Emotional Barriers, Community Building, Institutional Power Dynamics, and Pathways to Decolonisation. LSP enabled storytelling, empathy, and constructive dialogue, allowing participants to express complex emotions and imagine institutional change. Metaphors such as walls, ladders, and bridges symbolised barriers and opportunities in HE. LSP proves effective in fostering inclusive dialogue and co-creating strategies to support racially minoritised individuals in sciences. The study underscores the need for structural reform, culturally responsive teaching, and diverse leadership across HE institutions.
Ajibade et al. (Thu,) studied this question.