GENDER-INCLUSIVE LANGUAGE USAGE IN ACADEMIA: EXPLORING PRE-SERVICE TEACHERS' PERSPECTIVES

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The utilisation of gender-inclusive language, aimed at promoting equal treatment between men and women, has sparked both positive and negative reactions in Spanish society. Consequently, it has evolved into an ideological issue that transcends linguistic boundaries. This study examines the perceptions of pre-service teachers regarding the use of non-sexist language in the academic environment. Specifically, it analyses the current level of usage and acceptance among the study population, while also investigating the correlation between the language of instruction (Spanish vs. English) and participants’ stance on this matter. Given the ongoing debate surrounding its usage, it is essential to identify the factors that influence the opinions of student teachers. Ad hoc questionnaires were administered to a non-probabilistic sample of 348 undergraduate students from Spain. The results indicated widespread adoption of inclusive language, with most participants considering it necessary in daily life and academia. Non-biased linguistic forms were notably prevalent in the L1 context, and nearly half reported using them to enhance academic performance. Age and academic year did not significantly influence these perceptions, as confirmed by Spearman’s correlation analyses. However, gender and university degree emerged as critical factors, with female participants showing a stronger inclination toward its use for academic purposes.