Inclusive education has increasingly become a focus of debate in discussions about the development of educational policy and practice around the world. We can see today that in a large number of developed and developing countries they have started reformulating their policies to promote the inclusion of students with difficulties (social or physical) into mainstream in higher education. However, whereas the developed countries now have policies or laws promoting "inclusive education," a number of developing countries continue to provide educational services to students with disabilities or from minority groups in "segregated” universities and colleges. Despite changes in GE and IL legislation and the development of programs for students in vulnerable situation, in recognition of the importance of higher education for individuals, families, and society at large, is common to see low enrolment and high first-year dropout . Low enrolment and high dropout can be understood as the result of inadequate accessibility of HEIs, lack of support, adverse social attitudes and social isolation, as well as low financial capacity. Thus, DARE project would be the first initiative of this kind in IL and GE. Likewise, it extends the efforts of the TEMPUS project DOIT coordinated by GACE extending the concept of multiculturalism and diversity towards inclusive education comprising 3 specific disadvantaged groups (females, ethnic minorities and disable students). The project enhances access to education within and outside the classroom throughout a digital environment. Herein, courses already developed within the context of reinforcing the academic skills of target groups will be more accessible. The project reflects the importance to raise awareness on accessibility issues within IL and GE as well as the necessity to ensure the long-term effect impact of the project for the benefit of women in vulnerable situation, minority ethnic groups and disabled student population.