Inclusive Education in Higher Education: A Comparative Analysis of Faculty Attitudes, Knowledge, and Practices in Colombian Universities

Sandra Milena Carrillo-Sierra (), Jorge Eliecer Manrique-Julio, Julián David Cerón-Bedoya, Leydin Carolina Vásquez-Henao, Zulgenis Ester Fornaris-Parejo, Yulineth Gómez-Charris and Diego Rivera-Porras ()
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Sandra Milena Carrillo-Sierra: Centro de Investigación en Estudios Fronterizos, Facultad de Ciencias Jurídicas y Sociales, Universidad Simón Bolívar, Cucuta 54001, Colombia
Jorge Eliecer Manrique-Julio: Grupo de Investigación Fisioter, Facultad de Ciencias de la Salud, Fundación Universitaria María Cano, Cali 760001, Colombia
Julián David Cerón-Bedoya: Grupo de Investigación Fisioter, Facultad de Ciencias de la Salud, Fundación Universitaria María Cano, Cali 760001, Colombia
Leydin Carolina Vásquez-Henao: Grupo de Investigación Fisioter, Facultad de Ciencias de la Salud, Fundación Universitaria María Cano, Cali 760001, Colombia
Zulgenis Ester Fornaris-Parejo: Centro de Investigación e Innovación Social José Consuegra Higgins, Facultad de Ciencias Jurídicas y Sociales, Universidad Simón Bolívar, Barranquilla 080001, Colombia
Yulineth Gómez-Charris: Departamento de Productividad e Innovación, Universidad de la Costa, Barranquilla 080001, Colombia
Diego Rivera-Porras: Departamento de Productividad e Innovación, Universidad de la Costa, Barranquilla 080001, Colombia

Societies, 2025, vol. 15, issue 11, 1-19

Abstract: Background: This study analyses the pattern of development of the dimensions of inclusive education in different academic and disciplinary profiles in teachers from selected higher education institutions in Colombia, identifying strengths and areas of improvement for inclusive education. Methods: A quantitative approach, non-experimental design and descriptive–comparative scope were used. The research is a cross-sectional field study, with data collection using a self-administered CEI questionnaire adapted to Colombia and to higher education institutions. The sample included 222 professors from the participating Colombian universities. Descriptive analyses and hypothesis testing were conducted with the support of R software. Results: The findings indicate notable differences in teachers’ attitudes, knowledge, practices, and educational contexts. Conclusions: The variability in knowledge about inclusive strategies suggests the need for more targeted training interventions to reduce the knowledge gap and build teachers’ confidence in implementing inclusive practices.

Keywords: education; professional; mainstreaming; higher education; special education; teaching; pedagogy; university professors (search for similar items in EconPapers)
JEL-codes: A13 A14 P P0 P1 P2 P3 P4 P5 Z1 (search for similar items in EconPapers)
Date: 2025
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