Purpose Given the paucity of studies on inclusivity in academic libraries, this study aims to examine the strategies, challenges and opportunities for inclusive support of graduate teacher-education students in Zimbabwean University Libraries. Design/methodology/approach Entrenched in an interpretivist paradigm, qualitative interviews were carried out with 20 purposively selected university library staff members currently working in Zimbabwean university libraries. Findings Braun and Clarke’s thematic analysis approach of data was used to identify key themes. Findings established that efforts to promote inclusive services by university libraries came through various training programmes for graduate teacher students. Some of the strategies included repurposing spaces to create postgraduate reserved areas and properly furnishing these spaces with modern learning facilities that enable collaborative and critical learning. However, librarians noted challenges they encounter in delivering these services, including a negative attitude among graduate students who feel stigmatised because of their status, financial challenges, power imbalances, shortage of proper reading resources, erratic internet supply and digital divide among the students. Research limitations/implications The research is significant since it examined aspects of service inclusion in libraries and will thus provide valuable insights to policymakers on enhancing inclusivity, thereby promoting literacy and development to every facet of the university community. Originality/value This study is unique in that it focuses on a special library patron group: postgraduate students, specifically those in teacher-education. To the best of the authors’ knowledge, no studies have been conducted in Zimbabwe on library service for this special library stakeholder
Tsekea et al. (Tue,) studied this question.