In this paper, we considered theoretical and practical aspects of the organization of intercultural dialogue within an inclusive multinational classical university, with the expansion of this experience to a larger number of higher education institutions. The focus of the research was on the transition of higher education institutions from the concept of a local inclusive environment to global openness, formed based on the rational integration of digital technologies into the educational, scientific, and social processes of universities. The methodological framework of these topics comes from the provisions given in the Convention on the Rights of Persons with Disabilities. It combines theoretical aspects of different scientific spheres, including social sciences and psychology, pedagogics and management of higher education institutions, social informatics and digital communications. We determined that the concept of inclusiveness in higher education has a long way of evolution, as a result of which most universities formed a rational educational inclusive environment, which takes into account the needs of persons with disabilities or vulnerable groups of the population. The development of digital technologies against the background of internationalization of higher education allowed creating opportunities for involving people from different countries and cultural environments in higher education. These processes formed new conditions for the inclusiveness of higher education, which combine social, local, and global digital inclusiveness. For the transition from the first to the second, it is necessary to pass a range of demands set by digital technologies from the position of technical and competence support. [For the complete volume, "University 4.0 and Educational Technology for Sustainable Development: Best Practices and Perspectives in Russia and Central Asia. Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Volume 75," see ED675741.]