Inclusive Pedagogy at University: Faculty Members’ Motivations

Rafael Carballo and Almudena Cotán ()
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Rafael Carballo: Departamento de Didáctica y Organización Educativa, Universidad de Sevilla, 41013 Sevilla, Spain
Almudena Cotán: Departamento de Pedagogía, Universidad de Huelva, 21004 Huelva, Spain

Sustainability, 2024, vol. 16, issue 11, 1-13

Abstract: The presence of students with disabilities in Higher Education (HE) is increasing. However, the permanence and success of these students at university is not granted. In this study, the voices of 119 faculty members from 10 Spanish universities who had been identified by their students with disabilities as inclusive were heard. For this purpose, a qualitative methodology was chosen, using the semi-structured individual interview as the instrument for data gathering. Two interviews were conducted with each participant to analyse the main areas of inclusive pedagogy (beliefs, knowledge, designs and actions). The results show the participants’ conceptions of disability, as well as their main motivations for carrying out inclusive pedagogy, such as their professional vocation and their previous experiences with people with disabilities. The article ends with a series of conclusions that outline the profile of an inclusive faculty member. This information can help universities to improve their faculty training programs to obtain a more inclusive teaching staff, which can be translated into more sustainable and inclusive university systems.

Keywords: inclusive pedagogy; students with disabilities; faculty members motivations; higher education; qualitative research (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
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