Higher Education Teachers’ Attitudes towards Inclusive Education

Abstract

Inclusive education is a key aspect of quality assurance in higher education, closely linked to equity and diversity issues. The attitudes of higher education teachers play a crucial role at the decision-making and policy levels, as well as in their practical teaching approaches. This study aims to explore teachers’ attitudes towards inclusive education both theoretically and practically. A review of the scientific literature revealed five main attitudinal trends: 1) predominantly positive towards the inclusion of students with special educational needs; 2) predominantly negative; 3) uncertain or undefined; 4) reported as positive but with undefinable behaviour; and 5) positively proactive. Our research was carried out using the methods of focus groups and qualitative content analysis, gathering data from 64 participants across five focus groups held between May and July 2024. The findings highlighted a gap between what academic staff teach and their practical actions, with many expressing support for inclusion in theory but showing reluctance or insufficient skills to implement inclusive practices effectively.