Design and validation of the questionnaire on perceptions and educational practices around the inclusion of LGBTIQ+ students in higher education

Abstract

The aim of this paper is to present the results of the construction and validation process of the Questionnaire on the perceptions and educational practices of students of education around the inclusion of LGBTIQ+ students. Various dimensions are considered: knowledge, perceptions and attitudes, educational practices and self-efficacy. The method used is an instrumental study. The reference population consists of students of education degrees at Spanish educational sciences faculties. The pilot sample of the questionnaire is 334 people. The results of content validation by expert judgement (10 experts) are presented. To establish reliability, Cronbach’s Alpha coefficient is used. Content validity through expert judgment enabled the initial questionnaire to be refined and adjusted to 95 items, generating four subscales, in addition to 12 items of sociodemographic identifying data. Following the design and validation process, the questionnaire is a robust, reliable and valid instrument to understand perceptions and educational practices in the training of education professionals in relation to sex-gender diversity and its inclusion in the academic-professional profile.