Analysis of Self-efficacy and Attitude-mediated Inclusivity in Higher Education: A Case Study on the Colombian North Coast

Abstract

Inclusivity is a fundamental principle of education worldwide as it fosters the general well-being of students, educators, and other parties in the education sector. Moreover, inclusive education is a multidimensional phenomenon that many factors can influence. Thus, understanding the underlying interactions between those factors fostering inclusivity may help to inform decisions taken by the involved parties, such as education-related policymakers. This study examines the relationship between self-efficacy and the attitudes of higher education teachers toward inclusive education. We applied two psychometric survey-like instruments: the Self-Efficacy Scale for Inclusive Teaching Practices and the University and Disability Issues Scale. The study cohort comprised 68 higher education professors from universities in Barranquilla on the Colombian North Coast. We found that professors exhibiting favorable attitudes to adjusting the curricula, as well as higher sensitization and relationships with students in situations of disability, are prone to perceive higher self-efficacy and less extra burden arising from the tasks associated with inclusive education.