Abstract The University of Indianapolis’s (UIndy) path to becoming a member of the Age-Friendly University (AFU) Global Network reflects a strategic commitment to fostering a more inclusive educational environment for individuals across the lifespan. As part of the plan to prepare for AFU membership, UIndy established a campus-wide task force to assess the university’s strengths and areas of opportunity in promoting age-inclusive practices. Additionally, through a series of surveys targeting UIndy’s alumni and retired employees and focused listening sessions with current faculty and staff, the university collected valuable insights on engagement and opportunities for improvement. These findings helped shape the university’s approach to the AFU application, which emphasized principles #2 and #5 of the AFU framework—principles that align with UIndy’s new mission to champion lifelong learning and vision to provide educational opportunities “Anytime. Anywhere. For life.” UIndy’s commitment to these principles is further demonstrated through the development of the new UIndy Online and Sease Institute, which aims to expand access to online education, support second careers, and foster lifelong learning. This holistic approach underscores UIndy’s dedication to intergenerational connection and meeting the needs of an aging population while advancing its mission of inclusive, flexible, and lifelong educational opportunities.

This study aims to describe and analyze the Rahmatan lil 'Alamin Islamic Education model applied by Islamic Education (PAI) teachers as an effort to deradicalize students at Muhammadiyah Martapura High School. The background of this research lies in the increasing potential for radicalism in the educational environment, which demands an approach that emphasizes peace, tolerance, and compassion in Islamic learning. Using qualitative descriptive methods, data were collected through interviews, observations, and documentation, and analyzed using Miles and Huberman's interactive models. These findings reveal that PAI teachers play a strategic role in fostering a moderate understanding of Islam through dialogical and contextual learning approaches, as well as by integrating the values of Rahmatan lil 'Alamin into the curriculum and school activities. This practice effectively strengthens students' resilience to radical influences while fostering a peaceful and inclusive educational environment. Additionally, collaboration with external stakeholders, including local authorities and religious organizations, has further enhanced school deradicalization efforts. The study concludes that the Islamic Education model based on Rahmatan lil 'Alamin contributes significantly to the formation of students' moderate religious attitudes and provides a framework for preventing radicalism in schools. This model can be a practical reference for educators and policymakers in promoting religious moderation in Islamic educational institutions.

The proposal “Path to Inclusion: Training and Resources for Teachers” emerges as a comprehensive response to the growing need to strengthen educators' skills in implementing inclusive practices in the classroom. This initiative is crucial to ensuring that all students, regardless of ability or background, have access to quality education. In doing so, it seeks not only to reduce discrimination, but also to improve the overall academic performance of all students. It is organized into five modules, each designed to address essential aspects of inclusive education, such as transformative communication, innovative methodologies, and effective planning strategies. The objectives include the development of teaching skills, the implementation of active and participatory methodologies, and the creation of a collaborative environment that encourages the participation of all students. The proposal was validated through evaluation by experts, administrators, and education specialists, who provided valuable feedback. The results reflect a positive consensus on the relevance of the proposed strategies and point to the need to adapt training resources to diverse contexts. Overall, the “Path to Inclusion” not only seeks to promote an inclusive educational environment, but also to empower teachers to face challenges in the classroom. This ensures optimal social and emotional development for all students, thus contributing to a more equitable and fair education.

The aim of the study was to determine the effectiveness of using virtual reality (VR) for creating inclusive educational environments in Kyrgyzstan and Uzbekistan. The methodology included methods such as content analysis of scientific publications, teacher surveys, and experimental research, which involved the use of VR technologies in the learning process of students with special educational needs to investigate existing technological solutions and effectiveness in inclusive education. The results of the study showed that VR was an effective tool for developing social, learning, and rehabilitation skills in individuals with disabilities. It was analysed that children with autism demonstrated significant improvements in social interaction and a decrease in anxiety levels, indicating the effectiveness of VR in creating a safe environment for training social skills. The study suggests that children with hearing impairments may absorb material more efficiently due to the visual and interactive elements of VR, potentially enhancing their learning. The study also identified recommendations for adapting VR in Kyrgyzstan and Uzbekistan, including investments in technological infrastructure, teacher training, and the creation of specialised materials for various categories of students. The practical significance of the study lies in the implementation of effective technologies to ensure equal access to education for children with special needs. These results may be useful for educational institutions implementing inclusive education and for government bodies involved in the development of educational programmes.

The article presents an analysis of regulatory legal documents revealing the strategies of education of students, including those with disabilities; studies on the professional training of future teachers to educate students with disabilities; the results of an empirical study on identifying barriers of teachers in educational work with students with disabilities, which allowed us to identify problem points and the main vectors of professional training of future teachers to educate students with disabilities. The purpose of the study is to identify barriers faced by educators in their pedagogical work with students with disabilities and to substantiate the professional training of future educators for the education of such students in an inclusive educational environment. The scientific novelty lies in clarifying the concept of “educating students with disabilities in inclusive education” and identifying the main vectors of professional training for future teachers to implement the education of students with disabilities. As a result of the study, the authors identified problematic areas in teachers’ readiness for educational work with students with disabilities, which requires strengthening the content of professional training, including practice-oriented methodological materials and programs, and increasing the motivation of future teachers to work with students with disabilities in inclusive education. Based on the analysis of literature and the results of empirical research, the main vectors of professional training for future teachers to educate students with disabilities have been identified: professional competence-based, practice-oriented, and value-motivational, which are reflected in the implementation of the main professional educational programs in the training programms 44.03.01 and 44.03.05 Pedagogical Education, 44.03.03 Special (defectological) education.

The article investigates motor activity as one of the key factors of socialization of students with hearing impairment in an inclusive educational environment. The importance of motor activity as a factor in the socialization of students with hearing impairment is revealed. The peculiarities of social development of students with hearing impairment are analyzed, the barriers that hinder their integration into the student body are characterized. Particular attention is paid to the role of physical culture as an effective means of communication, development of social skills and interpersonal interaction. The pedagogical conditions, principles and strategies for adapting physical education to improve the level of socialization of students with hearing impairment are outlined. It is substantiated that systematic physical activity contributes to the formation of social skills, a positive emotional climate and integration into the school community. The relevance of the topic is due to the need to ensure equal access to educational, physical and socio-cultural resources for all participants in the educational process, including children with special educational needs. An analysis of the current scientific literature confirms that participation in physical activity helps to reduce social isolation, increase self-esteem, develop the child’s social status in the team, and form motivation to cooperate. The paper provides a theoretical justification of the phenomenon of socialization in the context of sensory impairments and identifies factors that enhance or inhibit the integration of deaf and hard of hearing students into the general education environment. Considerable attention is paid to the analysis of the results of scientific research conducted in Ukraine, Poland, the USA, Israel and Japan, which prove the positive impact of adaptive physical activity on the psychosocial functioning of students with hearing impairment.

The formation of preschool teachers’ readiness for inclusive activities is founded on specific pedagogical regularities, which ensure that the training process is systematic, purposeful, and continuous. These regularities derive from the essence of the pedagogical process, the mechanisms of teacher activity, and the requirements of inclusive education. Effective training encompasses not only pedagogical knowledge and skills but also the teacher’s social position, psychological state, value system, and professional behavioral strategies. Approaches to inclusive education and teacher preparation differ across countries, shaped by diverse scientific schools. The European model emphasizes social justice, equality, human rights, and school transformation, examining teacher preparation in the context of the interplay between societal demands and pedagogical activity. The Russian model focuses on the theory of teacher activity, developmental psychology, and the pedagogical potential of social interaction, prioritizing personality-oriented development, individualized growth, and systematic performance capacity of teachers. In the United States and several Western countries, preparation centers on social relationships, motivation, activity-based learning, and the implementation of inclusive pedagogical technologies, aiming to enhance teachers’ psychological and social positions, behavioral strategies, and pedagogical adaptability. Several key regularities underpin a systematic and coherent approach to preparing preschool teachers for inclusive activities. These include the interrelation of parts and the whole, hierarchical structure, necessary diversity, and system development. The interrelation of parts and the whole ensures balance and consistency among different training components and integrates individual skills with general professional qualities. The hierarchical structure grounds teacher preparation at both general educational and individual levels, following the principle of interaction. The law of necessary diversity emphasizes that teachers must possess broad and continuous knowledge, skills, and approaches to adapt to various situations. The system development regularity ensures that training is continuously updated and aligned with evolving pedagogical requirements. The foundational principles of training are divided into general and specific principles. General principles include a humanistic approach, democratization of education, scientific rigor, systematicity, content and structural integrity, and multidisciplinarity. The humanistic approach fosters teachers’ ability to consider each child’s individual development and to promote tolerant attitudes in inclusive settings. The democratization principle ensures equal opportunities by addressing children’s individual educational needs. Scientific rigor facilitates the practical application of theoretical knowledge and the use of innovative methods in inclusive education. Systematicity organizes the interaction among psychological and pedagogical components, ensuring coherence in the training process. Specific principles include professional context alignment, diagnostics, prioritizing the social model of disability, value-content competence, preventive adaptation, identification and compensation of difficulties, teamwork, and professional pedagogical practice. Professional context alignment involves modeling concrete pedagogical situations, developing adaptive skills, and mastering practical activities in inclusive groups. Diagnostics enable monitoring of individual development, identification of strengths and weaknesses, and timely corrective measures. The social model of disability emphasizes individualized approaches and the implementation of inclusive values. Preventive adaptation and difficulty compensation strengthen teachers’ psychological and pedagogical readiness for future challenges. Teamwork and professional practice cultivate integrative cooperation skills, facilitating effective performance in inclusive environments. In conclusion, the preparation of preschool teachers for inclusive activities is multidisciplinary, complex, and integrative. It requires harmonizing pedagogical, psychological, and social regularities. The purposeful application of these principles promotes the development of the knowledge, skills, and attitudes necessary for effective performance in inclusive educational environments while accounting for teachers’ individual characteristics. Thus, this concept provides a scientific and pedagogical foundation for systematically, coherently, and sustainably preparing teachers for inclusive activities, fostering both practical and theoretical competencies.

Key words: special educational needs, interactive learning, interdisciplinary collaboration, social integration, individualized educational program, universal design The analysis of the course “Special Psychology and the Psychology of Inclusive Education” demonstrates its evolution from charitable approaches to scientifically grounded, sociocultural, and inclusive models based on the theories of Vygotsky, Luria, and Ainscow. The mandatory status of the discipline is justified by legal and societal demands for inclusive education in Armenia, significantly contributing to the enhancement of students’ professional training, development of theoretical knowledge, skills in designing individualized educational programs, diagnosing cognitive impairments, and fostering interdisciplinary collaboration. Interactive instructional approaches have demonstrated strong effectiveness in fostering practical competencies and correspond closely to UNESCO’s guiding principles. However, limited resources and insufficient teacher training in Armenia continue to hinder the full implementation of an inclusive educational environment. The discipline promotes the formation of a perception of social justice and appreciation of diversity, emphasizing the importance of ethical principles. The proposed methods, including the integration of digital technologies, are adapted to local contexts and encourage creative problem-solving. The study confirms that the structure of the course complies with Armenian legislation and international practices. Nevertheless, greater parental involvement and improved interdisciplinary teamwork are needed. Collectively, these factors contribute to ensuring equal opportunities within the education system and preparing specialists capable of responding effectively to the changing needs of society.

The article examines the theoretical and methodological foundations of developing the inclusive competence of future primary school teachers within the framework of the “Primary Education” study program at Pavlo Tychyna Uman State Pedagogical University. The purpose of the research is to analyze the ways of integrating theoretical training, practical experience, research activities, and self-education in preparing future teachers to work effectively in an inclusive educational environment. The methodological basis of the study includes theoretical analysis, comparison, generalization, and a systemic approach, which made it possible to identify the key components and mechanisms of competence formation. The research results reveal that inclusive competence is formed through the consistent study of professional disciplines focused on inclusive pedagogy, the completion of teaching practice in inclusive classrooms, participation in research projects and professional events, and continuous self-education through formal and informal learning formats. The study emphasizes that pedagogical practice, particularly the “Teacher’s Assistant” internship, plays a crucial role in transforming theoretical knowledge into professional skills and attitudes. Participation in scientific and training activities enhances motivation, communication, and teamwork skills necessary for cooperation with parents, teacher assistants, and specialists in psychological and pedagogical support. The findings demonstrate that the systematic combination of educational, practical, and research components ensures the development of a competent, empathetic, and flexible teacher capable of implementing the principles of inclusive education and creating a supportive environment for every learner in the primary school. The article concludes that such an integrated approach contributes to the professional formation of teachers of the New Ukrainian School, oriented toward humanistic values, equality, and accessibility of education for all.

This study investigated the transformative leadership practices of school heads in promoting equity and ensuring access to inclusive education in Bulan III District. Anchored on the Department of Education’s Vision, Mission, and Core Values, the research utilized a mixed-method design combining quantitative surveys and qualitative interviews. Quantitative findings showed that transformative leadership practices were generally evident, with a high overall mean of 4.44 for equity- driven practices and 4.26 for promoting inclusive access. The most evident practices included equitable resource distribution, policy advocacy for equity, stakeholder empowerment, and enforcement of anti-discrimination measures. However, lower ratings were noted in creating professional development programs and providing facilities for differently abled learners, indicating areas needing improvement. Qualitative results revealed five major themes: (1) commitment to equity and inclusion rooted in vision and mission, (2) translation of inclusive vision into daily practices, (3) stakeholder engagement in decision-making, (4) collaborative efforts to enhance inclusion, and (5) the importance of professional development. In vivo codes emphasized authentic actions such as celebrating diversity and communicating inclusively. Despite strong implementation, challenges were identified, including a lack of trained personnel in inclusive education, limited professional development, unclear frameworks, insufficient funding, and inadequate assistive technologies. The study concludes that while transformative leadership promoting equity and access is evident, sustainability requires strengthened teacher training, clearer implementation structures, and improved infrastructure. Overall, the findings underscore the need for continuous leadership development and collaborative efforts to achieve equitable and inclusive educational environments.

Dalit activism in academia has emerged as a significant sociological phenomenon, reflecting the historical struggles and achievements of the marginalized Dalit community within higher education. This paper presents a sociological analysis of Dalit activism in university’s campuses, exploring its multifaceted dimensions and implications. By examining the historical context, representation and inclusion, identity politics, pedagogy, institutional bias, affirmative action policies, intersectionality, and alliances, the study sheds light on the challenges and opportunities faced by Dalit activists in their quest for social justice and equality. Through this analysis, the paper aims to contribute to a deeper understanding of the complexities involved in addressing caste-based discrimination in academic spaces and fostering a more inclusive and equitable educational environment for all. The research draws on scholarly literature, qualitative data, and critical perspectives to offer insights into the transformative potential of Dalit activism within the academy and its broader impact on social change.

This study examines how the development of socio-emotional competencies influences the prevention of psychosocial risks and impacts the mental health of upper secondary students at Complejo Educativo “Dolores de Brito” in Sonsonate, El Salvador. Using a mixed-methods, correlational approach with a non-experimental, cross-sectional design, structured surveys were administered to 110 students and semi-structured interviews to four teachers, aiming to identify levels of socio-emotional development and risk factors related to emotional well-being. The findings show high levels in the dimensions of self-awareness, self-regulation, social awareness, and interpersonal skills, while responsible decision-making and psychosocial risks appear at moderate levels. It is concluded that strengthening socio-emotional competencies is an effective preventive mechanism against anxiety, stress, and school demotivation, and it contributes to building healthy, inclusive, and resilient educational environments. The study underscores the need to integrate emotional education as a cross-cutting axis of holistic training and to promote institutional programs that ensure the well-being and mental health of the Salvadoran student population.

This research explores the role of interpersonal meaning in shaping learning dynamics at Ronggowale High School, Semarang, focusing on how sociocultural contexts influence classroom interactions. Utilizing a mixed-methods approach, the study combined qualitative and quantitative data, including observations, interviews, and video recordings, to analyze the interaction patterns between teachers and students. The findings highlight that whole-classroom dialogue, guided by teachers using inclusive language and culturally sensitive communication, is central to fostering student engagement and building strong interpersonal relationships. Non-verbal communication, such as eye contact and gestures, reinforces verbal messages and supports student involvement. However, the study reveals that non-whole classroom dialogue, particularly peer interactions and group work, needs to be developed, indicating a significant potential for improvement. While teachers have successfully adapted their teaching strategies to accommodate the cultural diversity of students, enhancing peer interactions could lead to more comprehensive and inclusive learning outcomes. The research concludes that integrating whole and non-whole classroom dialogues is essential for creating a more dynamic and inclusive educational environment that meets the diverse needs of students at Ronggowale High School. This balanced approach is critical for effective learning outcomes in culturally diverse settings. Highlights Integrates Systemic Functional Linguistics and Sociocultural Theory to analyze interpersonal meaning in classroom discourse. Employs a mixed-methods design combining observation, interviews, and video analysis. Provides fresh empirical insights into Indonesian multilingual and multicultural classrooms. Demonstrates how teachers’ linguistic and multimodal choices shape inclusive and responsive pedagogy. Offers theoretical implications for cross-cultural discourse and language education.

Inclusive education ensures equal learning opportunities for all students, including those with disabilities, by fostering diverse and adaptive learning environments. This study explores effective strategies and practices for addressing the diverse educational needs of students with disabilities within inclusive educational settings. It examines key strategies such as individualized needs assessment, curriculum adaptation, teacher training, assistive technology integration, and collaborative partnerships among educators, families, and communities. The research highlights the importance of Individualized Education Plans (IEPs) in personalizing learning experiences and ensuring academic success. Additionally, curriculum modifications and differentiated instruction enhance accessibility, while assistive technology offers innovative tools for student engagement. The role of teacher training is emphasized, as well-trained educators are critical for implementing inclusive practices effectively. Furthermore, fostering strong school-community collaboration strengthens educational support networks and promotes sustainable inclusion. Despite progress, challenges such as limited resources, teacher preparedness, and societal perceptions remain significant barriers. However, the study identifies promising opportunities, including government initiatives, technological advancements, and public-private partnerships that enhance inclusive education in the UAE. This Paper underscores the necessity of policy-driven, evidence-based approaches to inclusive education, advocating for continued research, investment in professional development, and enhanced community engagement to create equitable and effective learning environments for all students.

This study analyzes how active methodologies contribute to strengthening inclusive education at the early childhood education level. A qualitative approach with a descriptive and interpretive design was used, applying semi-structured interviews and checklists to a teacher and 10 students from the Santa Elena Peninsula State University (UPSE), Ecuador. The results show that the majority of students are at the In Progress and Acquired levels, demonstrating that active methodologies favor participation, motivation, autonomy, and collaborative work. Strategies such as group activities, differentiated tasks, and manipulative resources were identified, which allow for addressing the diversity of learning rhythms and ensuring the inclusion of all students. Furthermore, teachers face challenges such as coordinating different skill levels and maintaining student focus, highlighting the need for teacher training and strategic planning. The findings confirm that techniques such as project-based learning, cooperative learning, gamification, and service-learning not only promote knowledge acquisition but also values of empathy, respect, and a sense of community. It is concluded that the effective implementation of active methodologies contributes to equitable, inclusive, and meaningful educational environments for children's comprehensive development.

ABSTRACT Adolescent negativism in educational settings presents significant challenges for educators working with vulnerable youth. This participatory action research study, conducted at an inclusive partnership school for vulnerable adolescents, employed Cultural-Historical Theory to explore how collaborative meaning-making can transform educational relationships and develop common knowledge about negativism and responsiveness. Utilizing the Cultural-Historical Theory framework and double stimulation methodology, the study engaged student-teachers, cooperating teachers, and pupils in a collaborative inquiry. The ‘Porcupine Children’ metaphor (denoting defensive, prickly behavior) as a neutral stimulus facilitated discussions connecting theoretical constructs with lived experiences. Participants co-constructed a nuanced understanding of negativism as a potential developmental response within specific cultural contexts and identified effective responsive practices. The study revealed that pupils’ negativism often stemmed from personal cultural-historical contexts and past traumas, necessitating tailored educator responses. Student-teachers developed enhanced relational agency, learning to recognize the motives behind pupils’ behaviors and adjusting their pedagogical strategies accordingly. This shared knowledge-creation led to understanding negativism, greater responsiveness, and a more inclusive and empathetic educational environment. This research contributes a novel framework for addressing student negativism through collaborative dialogue rather than behavioral management, demonstrating how shared metaphorical frameworks expand educational activities and common knowledge creation between educators and vulnerable youth.

Children and adolescents who are both gifted and have one or more disabilities—often described as “twice-exceptional” or 2e —encounter distinct challenges in being accurately identified and supported. The goal of supporting 2e learners is to foster inclusive educational environments that enable them to thrive academically, nurture resilience, and ensure that their exceptional abilities and overall well-being are not compromised by unaddressed difficulties. Importantly, early and preventive intervention is more effective than delayed remediation, as it avoids the cumulative effects of repeated academic failure and emotional distress. Several factors can contribute to the challenges experienced by twice-exceptional youth. These include inconsistent definitions of giftedness, how exceptional cognitive abilities can alter the presentation of mental health symptoms and responses to treatment, the developmental timing of both talents and difficulties, and the potential for one domain to obscure the other. Although child psychiatry provides a range of evidence-based interventions, their applicability to twice-exceptional populations remains underexplored, with existing research often limited by methodological weaknesses. This paper synthesizes research and clinical insights to highlight the diagnostic challenges seen in this population. It advocates for strength-based, culturally responsive, and developmentally sensitive approaches while emphasizing the importance of professional development for clinicians and educators. Holistic, evidence-informed, and context-aware strategies are essential to unlocking the full potential of twice-exceptional learners.

This study investigates the practice of servant leadership among school administrators and its impact on building strong school communities within the Philippine educational context. Recognizing the alignment between servant leadership principles—such as empathy, stewardship, and community building—and the Filipino cultural ethos of bayanihan, the research sought to determine the extent to which administrators demonstrate these behaviors and how they influence teacher collaboration, student-centered programs, stakeholder partnerships, and overall school climate. The study was grounded in the theoretical frameworks of Greenleaf’s Servant Leadership Theory, Transformational Leadership Theory, and Maslow’s Hierarchy of Needs, aiming to fill a gap in empirical research on this leadership model in local school settings. Employing a descriptive-quantitative research design, the study collected data from 80 school administrators at selected public and private schools using a researcher-developed survey questionnaire. The findings revealed that administrators consistently and strongly demonstrated all dimensions of servant leadership, with high levels of empathy, stewardship, commitment to people's growth, active listening, and awareness, as well as community building. Statistical analysis showed a significant positive relationship between the extent of servant leadership practices and the strength of the school community. Furthermore, the administrators' educational attainment and length of service were found to be significant factors influencing their servant leadership practices, whereas age, gender, and school type were not. Despite these positive results, administrators faced significant implementation challenges, including heavy workloads, limited resources, and a lack of active parental involvement. The study concludes that servant leadership is a viable and robust framework for school administrators, effectively fostering stronger, more collaborative, and resilient school communities. It recommends that the Department of Education (DepEd) integrate servant-leadership principles into its professional standards and training programs for school leaders. Additionally, schools should institutionalize continuous professional development, and local governments should provide adequate support to alleviate administrative burdens. The findings affirm that investing in the development of servant leaders is crucial for nurturing sustainable and inclusive educational environments.

This study explores the role of heutagogy in fostering cultural competence and advancing diversity, equity, and inclusion in higher education. By addressing both psychological and sociological dimensions of learning, heutagogy promotes self-determined education while challenging systemic power structures. Drawing on the self-reported experiences of 75 ultra-Orthodox and Bedouin students enrolled in heutagogically designed courses, the study highlights how self-efficacy, autonomy, relevance, reflective competence, and conflictual coping influence academic development. Findings reveal that self-efficacy was central to students’ motivation and persistence. Ultra-Orthodox students gained confidence by critically engaging with systemic inequalities, while Bedouin students developed agency through self-directed learning. Autonomy emerged as a defining feature, with flexible course structures enhancing intrinsic motivation. The integration of personally and professionally relevant content further increased student engagement, underscoring the importance of culturally responsive pedagogy. Reflective competence also played a key role, as students developed metacognitive awareness and the capacity to critically assess their learning. Additionally, students navigated tensions between academic content and personal beliefs, demonstrating heutagogy’s potential to foster resilience and adaptability. These findings contribute to the field of self-determined and culturally responsive learning by demonstrating its transformative potential for empowering marginalized student populations in higher education. Culturally responsive heutagogical frameworks promote active learning by centering learner autonomy and incorporating students’ cultural contexts—through strategies such as multilingual resources and co-constructed learning goals that validate diverse ways of knowing and empower marginalized learners. Such approaches help create inclusive higher education environments that support student agency, resilience, and meaningful engagement.

Learning disabilities (LD) is under-researched in medical and nursing education worldwide, especially regarding students’ perceptions of their peers with LD—an area particularly overlooked in low- and middle-income countries like Vietnam. As future healthcare professionals, whether Vietnamese medical and nursing students are aware of or accurately understand LD, and whether their perceptions may pose barriers to creating a more inclusive educational environment for peers with LD, remained unanswered. Our study investigated the knowledge and attitudes towards LD among 845 undergraduate medical and nursing students from 14 universities across Vietnam. A quantitative, cross-sectional, online questionnaire was conducted from November 2023 to February 2024, as part of a larger mixed-method exploratory study. Questions about knowledge and attitude toward LD were scored using a 4-point Likert scale. The survey results showed average knowledge and attitudes scores of 16.09/27 and 34.01/60, respectively. Pearson’s Correlation Coefficient was used to assess the relationship between knowledge and attitude scores. Associations between sociodemographic factors and these scores were analyzed using t-tests (for binary variables), one-way ANOVA (for categorical variables), and Spearman correlations (for continuous variables). Notably, students attending private universities and coming from families with higher incomes had significantly higher knowledge scores, while these factors did not influence attitude scores. The weak correlation coefficient between knowledge and attitudes suggests that comprehensive strategies are needed to meaningfully influence students’ perceptions of LD. Recommendations include integrating LD-related content into curricula, providing training for both faculty and students on LD recognition and support strategies, and establishing peer-support programs in universities throughout Vietnam. Targeted interventions should prioritize raising awareness among students from public universities and those from lower socioeconomic backgrounds.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12909-025-07956-4.