Scholarship of Teaching and Learning in Psychology, Vol 11(1), Mar 2025, 24-36; doi:10.1037/stl0000418
Equity, diversity, inclusion (EDI), and justice have gained increased attention in psychological science and the teaching of psychology as a result of research and scholarship underscoring their relevance to understanding the human experience. In step with the evolving knowledge base, the updated American Psychological Association’s Guidelines for the Undergraduate Psychology Major (2023a; hereinafter Guidelines 3.0) intentionally incorporated EDI throughout the philosophical principles, goals, outcomes, and indicators of psychology student learning. In the current article, we provide an overview of how the Task Force approached the incorporation of EDI through careful attention, study, dialogue, and decision making. We also make the links between the philosophical principles that undergird Guidelines 3.0 and EDI considerations explicit to allow for flexible and adaptive applications that are responsive to different contexts. In addition, we illuminate how EDI plays a role throughout Guidelines 3.0’s goals and outcomes, which may serve as instructional examples and suggestions to be incorporated into existing learning experiences and assessments. Finally, we offer program committees, instructors, and students suggestions for how they may use Guidelines 3.0 to advance learning in psychology while meaningfully and intentionally addressing EDI. Taken together, we aim to ensure the trustworthiness and relevance of psychological knowledge by centering EDI and justice. (PsycInfo Database Record (c) 2025 APA, all rights reserved)