Inclusive culture: What future teachers reflect on
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Keywords
Inclusive education, Educational culture, Teacher training, University inclusion, Student perception
Abstract
This article examines the perceptions of students enrolled in the Bachelor’s Program in Foreign Languages, with an emphasis on English, regarding inclusive education within their university teacher training process. The study is grounded in the recognition of educational inclusion as a fundamental principle of contemporary education and a core component of public policy in Colombia.
Employing a quantitative approach and a descriptive design, a perception questionnaire was administered to 133 students at the Central Unit of Valle del Cauca (UCEVA). The aim was to understand how they conceive the culture of university inclusion and to identify the advancements, limitations, and challenges they perceive in this area.
The results indicate a positive valuation of the relevance of inclusion and the institutional recognition of diversity. However, they also reveal gaps in the practical application of inclusive policies, as well as insufficiencies in teacher training regarding pedagogical strategies for addressing diversity.
The study concludes that the consolidation of an inclusive culture in higher education requires a sustained transformation of teaching practices, the strengthening of institutional processes, and the collective sensitization of the entire university community
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Paola Andrea Mina Gómez, Central Valley Unit, Colombia
Research professor at the Central University of Valle (UCEVA) in Tuluá, Valle del Cauca, Colombia, affiliated with and co-investigator of the ILA (Research in Applied Linguistics) group of the Faculty of Education Sciences – UCEVA, approved by MinCiencias, Colombia. PhD in Education Sciences, Cuauhtémoc University of Aguascalientes, Mexico. Junior Researcher recognized by MinCiencias.
Heberth Caicedo Saldaña, Central Valley Unit, Colombia
Research professor at the Central University of Valle (UCEVA) in the city of Tuluá, Valle del Cauca, Colombia, director of the ILA (Research in Applied Linguistics) research group of the Faculty of Education Sciences – UCEVA, approved by MinCiencias, Colombia. PhD in Linguistic Sciences from the University of Buenos Aires – Buenos Aires, Argentina.
Juan Pablo Serna Giraldo, Central Valley Unit, Colombia
Research professor at the Central University of Valle (UCEVA) in the city of Tuluá, Valle del Cauca, Colombia, co-investigator of the Critical Thinking line. Master in Education and Human Development from CINDE, Manizales, Caldas, Colombia.