Higher Education Teachers’ Attitudes towards Inclusive Education

Venera-Mihaela Cojocariu, Brîndușa-Mariana Amălăncei, Gabriel Mareș, Cristina Cîrtiță-Buzoianu and Liliana Mâță
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Venera-Mihaela Cojocariu: The Pre- and In- service Teacher Training Departament; Head of The Department of Professional Counselling; Vasile Alecsandri University of Bacau, Romania
Brîndușa-Mariana Amălăncei: Associate Professor PhD, Faculty Dean of Faculty of Letters; Department of Romanian Language and Literature and Communication Sciences, Vasile Alecsandri University of Bacău, Romania
Gabriel Mareș: Associate Professor PhD, Vice-dean of The Faculty of Movement, Sports and Health, Sciences, Department of Physical and Occupational Therapy, “Vasile Alecsandri†University of Bacău, Romania
Cristina Cîrtiță-Buzoianu: Associate Professor PhD, Vice-rector in charge with university ethics and image - Faculty of Letters, Department of Romanian Language and Literature and Communication Sciences, “Vasile Alecsandri†University of Bacău, Romania
Liliana Mâță: Associate Professor PhD habil., The Faculty of Sciences, The Pre- and In-Service Teacher Training Department, “Vasile Alecsandri†University of Bacău, Romania

Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, 2025, vol. 17, issue 1, 33-53

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.

Keywords: inclusive education; higher education; students with special educational needs; teachers’ attitude (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:lum:rev1rl:v:17:y:2025:i:1:p:33-53

DOI: 10.18662/rrem/17.1/940

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