The formative assessment methods currently used in Higher Education (HE) do not seem to address diverse students’ needs and help them improve valuable academic skills, i.e., writing, necessary if they want to graduate and secure a career-enhancing position in the future (Winstone & Boud, 2022). Moreover, research indicates that very few studies – if any- have explored inclusive formative assessment practices of lecturers in HE (Kruiper et al., 2022). This study wishes to explore their inclusive formative assessment literacy to examine whether they truly promote inclusion for all students, i.e., multilingual students (Meletiadou, 2022). The present study employed a mixed-methods design using an online survey, interviews and observations involving 50+ EAP lecturers. It aimed to explore their current practices, needs, and attitudes towards the use of inclusive formative assessment practices (IFAP) in HE and capture a rather comprehensive picture of the IFAP methods implemented in their classes. The outcomes of this study will inform the development of future IFAP in Higher Education. The researcher wishes to explore the use of IFAP to promote their use among lecturers in Higher Education. This project could help update existing material on the use of inclusive formative assessment methods in Higher Education settings and help the research team provide recommendations and guidelines to train EAP lecturers regarding the use of IFAP in Higher Education classes. It will hopefully unravel new creative ways in which educators at all levels of education can use these approaches with i.e., multilingual, and multicultural students, to promote inclusion.