Inclusive Educational Environment Research Articles

Review of cloud computing models in education and the unmet needs

<p>This article thoroughly examines recently proposed cloud computing (CC) models used within the higher educational institutions (HEI) field, scrutinizing their objectives, structures, and incorporated requirements. Each model's unique architecture and functionality are analyzed to understand their potential educational contributions. Beyond technical considerations, the study explores nuanced requirements essential for successful integration in educational settings. The review exposes diverse aims pursued by the models, such as enhanced scalability, collaborative learning, and resource management, emphasizing their capacity to reshape traditional educational paradigms. However, a notable gap emerges-the absence of cultural and requirement elicitation models within the frameworks. Despite growing cultural diversity and varied educational needs, most models lack components addressing cultural nuances and robust requirement elicitation. In conclusion, the paper identifies a pressing need for a transformative shift in developing CC models for education. The absence of dedicated cultural and requirement elicitation models challenges the holistic effectiveness of these frameworks. Future efforts should prioritize integrating culturally sensitive components and comprehensive requirement elicitation strategies to create adaptive, universally applicable, and inclusive CC educational environments. Addressing these gaps will pave the way for a nuanced and responsive integration of CC technologies in diverse educational settings.</p>

How did educational institutions respond to students with special needs during COVID-19: considerations for policy?

This bibliometric study analyzes the scientific production on the educational response of institutions to families with children with special educational needs (SEN) during the COVID-19 pandemic. The research identifies emerging trends and distinctive characteristics, providing a foundation for improving strategies in schools. The analysis reveals an increase in publications from 2020 to 2023, peaking at 24 articles in 2022. A total of 246 researchers participated, with Castro-Kemp S and McIntyre LL standing out for their productivity and citations. Institutions such as UCL and the University of Oregon led in publications, while the University of California, Santa Barbara, topped the citations. In terms of scientific production, the United States had the most articles, followed by the United Kingdom and Spain. However, the United Kingdom led in global citations, indicating a high level of interest in the topic. The main journals in this field include Frontiers in Education and Education Science. Twelve collaboration networks among authors were identified, with a primary network of seven closely collaborating researchers. The pandemic exacerbated pre-existing difficulties in the education of children with SEN, increasing stress and emotional burden on parents. The transition to home education and the lack of adapted resources presented significant challenges. However, some strategies, such as dialogic literary gatherings and collaboration between schools and families, proved effective in mitigating negative impacts. The study underscores the need for inclusive public policies that address disparities in educational support and prioritize the psychological well-being of children with SEN. It recommends a proactive and equitable approach in school psychology training and educational practice. In conclusion, this analysis provides a solid foundation for future research and improvements in schools, promoting an inclusive and resilient educational environment.

Neuro-Architectural Design of an Inclusive School Complex: A Response to the Needs of Autistic Children in Ngaoundere

In Cameroon, although efforts have been made to improve access to education, children with autism spectrum disorders (ASD) often remain excluded from the traditional school system, particularly in the northern regions where access to specialized infrastructure is limited. This article presents the results of a study on the design of a school complex adapted to autistic children in Ngaoundere, incorporating the principles of neuro-architecture. The survey conducted with specialists, parents, and educators provided crucial insights to create an inclusive and calming educational environment that meets the sensory and cognitive needs of the children. The site analysis in the Adamawa region, considering climatic and geographical constraints, confirmed the relevance of the location. The architectural design, focused on diverse spaces such as classrooms, sensory withdrawal zones, and common areas promoting inclusion, not only enhances the social integration of autistic children but also raises awareness in the community about the importance of their education. This project, rooted in an ecological and cultural approach, represents a sustainable and innovative initiative for Cameroon’s education system.

Innovative Technologies in Education for Socio-Economic Development in Africa

The continent of Africa faces numerous socio-economic challenges that impede her development. Despite the abundance of natural and mineral resources, Africa has over 2000 tertiary institutions, with Nigeria alone having over 200 universities, polytechnics, colleges of agriculture, and colleges of education. All these tertiary education institutes in Africa/Nigeria boast of having well over 4000 professors. In spite of all these educational establishments, only a few of these innovative technologies emanate from Africa. This paper presents a working definition of the term innovative technology and how it stands as a promising hope for addressing these challenges and fostering socio-economic development. Innovations such as e-learning platforms, learning management systems, mobile learning, virtual and augmented reality, open educational resources, blockchain for credentials, and renewable energy solutions offer potential solutions to improve educational access and quality. The successful implementation of these technologies can enhance educational outcomes, reduce poverty, and support sustainable development across the continent. This review also identifies the barriers to the full realization of these technologies, such as poor infrastructure, digital divides, and socio-economic disparities. It offers suggestions for policymakers, educators, and stakeholders on how to leverage technology for sustainable socio-economic growth. The ultimate goal is to foster an inclusive and equitable educational environment that empowers all African learners and contributes to the continent's overall development. Keywords: Innovative Technologies, Education, Socio-economic Development in Africa.

AI in Inclusive Education: A Systematic Review of Opportunities and Challenges in the Indian Context

India’s educational landscape, characterised by its dynamism and diverse student populace, has witnessed a notable shift towards inclusive education principles, aiming to provide equitable learning opportunities for all. The burgeoning advancements in Artificial Intelligence (AI) offer a promising avenue to revolutionise traditional educational paradigms, making the intersection of AI and inclusive education pivotal, especially within India’s unique socio-cultural and economic context. This systematic review explores AI applications in inclusive education within India, highlighting key trends, successful implementations, and challenges. The findings reveal that AI can significantly enhance personalised learning, assistive technologies, and administrative efficiencies, contributing to more inclusive educational environments. However, challenges such as linguistic diversity, varying learning environments, and uneven technological infrastructure pose significant obstacles. The review underscores the need for context-specific AI solutions and robust policy frameworks to address these challenges, providing insights into how AI can be effectively harnessed to foster inclusive education in India, catering to the diverse needs of its student population.

Exploring the connections: Elementary teachers’ narratives of Mexican deaf children’s play behaviours, social interactions, and communication development

ABSTRACT This study explores the experiences and perspectives of eight elementary teachers regarding the play behaviours of deaf children in their classrooms in Mexico City. Through a narrative inquiry design, this research comprehensively explains teachers’ insights and observations on social interactions and communication development among deaf children. The findings indicate patterns in social interactions related to play behaviours, language development through imitation, and communication variations contingent on proficiency in Lengua de Señas Mexicana (LSM). The study emphasises the necessity of creating inclusive educational environments and providing appropriate support for the communication development of deaf children. Employing a qualitative research approach, this study involves in-depth interviews with Deaf elementary school teachers with experience working with deaf children. This study aims to elucidate teachers’ perceptions and interpretations of language acquisition and play behaviours concerning social interactions and communication development by analysing their narratives. Three key dimensions emerged from the narratives: linguistic proficiency, play behaviours, and social engagement, which intersect and influence each other. The findings hold significant implications for educators, policymakers, and parents, offering valuable insights that can inform the development of more effective instructional strategies and support systems tailored to the unique needs of deaf children in educational settings.

Beyond intentions: Problematising policy-practice challenges for inclusive education and social justice in South Africa

This analysis critically examines inclusive education (IE) policies in South Africa within global frameworks. Drawing on Nancy Fraser's (2008) theory of social justice, which includes recognition, redistribution, and representation, the study explores the thinking and assumptions behind policymaking and how these affect the complexities of implementing IE-particularly regarding diverse student needs and identities. Furthermore, it analyses how the policies aspired to equitable resource allocation and democratic participation (representation) within schools. The study employs Bacchi's (2009) "What's the problem represented to be?" (WPR) approach to trace the evolution of policies for IE from Education White Paper 6 (Department of Education, 2001) to a recent assessment, the Department of Basic Education's progress report on inclusive education (Parliamentary Monitoring Group, 2023). By analysing underlying assumptions in these policies, the WPR approach helps expose the intended goals and their practical implications for schools. This work enriches the discourse on educational equity and social justice by illuminating the challenges of operationalising IE in diverse contexts. It further examines how policy assumptions, as framed by the WPR approach, can hinder or facilitate achieving genuine inclusion. By exploring these complexities, the study offers valuable insights for fostering inclusive educational environments that align with global aspirations while acknowledging unique South Africa realities.

School Inclusion at the Federal Institute of Amapá: a Case Study at the Macapá Campus

Objective: The objective of this study is to analyze the perceptions of teachers and students about the school inclusion of students with special educational needs (SEN) at the Federal Institute of Amapá (IFAP), Macapá campus, focusing on the adequacy of pedagogical practices and institutional infrastructure. Theoretical Framework: The research is based on the concepts of school inclusion, accessibility, and teacher training for specialized services. References such as the Salamanca Declaration and Brazilian legislation on inclusive education provide theoretical support. Method: A descriptive study with a qualitative approach was conducted, using semi-structured interviews. Participants included 7 students with SEN, 18 teachers, and the coordinator of the Nucleus for the Support of People with Special Educational Needs (NAPNE). Data analysis followed Bardin’s content analysis method (2016). Results and Discussion: The included students expressed satisfaction with the physical and pedagogical structure but identified areas for improvement. Teachers, on the other hand, pointed to a lack of training and capacity as barriers to full inclusion. The discussion highlights the need for ongoing adjustments to ensure a more inclusive educational environment. Research Implications: The study emphasizes the importance of educational policies that promote continuous teacher training and the adjustment of educational institutions, contributing to the construction of a more inclusive school environment. Originality/Value: This study contributes to the literature by providing a comparative analysis of the perceptions of teachers and students regarding school inclusion in the context of technical and technological education, expanding the debate on challenges and progress in this field.

A Study on the Listening Environment in Schools for the Inclusive Education of Students with Hearing Impairments

Purpose: The purpose of this study was to investigate the listening environment for students with hearing impairments in inclusive education, providing fundamental data for establishing performance standards and improving classroom listening environments for these students.Methods: The teacher’s voice signal, classroom noise, and reverberation time were measured and analyzed in general classrooms, special education classrooms, and gymnasiums from 10 elementary schools where students with hearing impairments receive inclusive education.Results: The average equivalent noise level in the general classrooms was 56.8 dBA, and it was 53.4 dBA in the special education classrooms. The signal-to-noise ratio was +12.3 dB in the general classrooms, +15.7 dB in the special education classrooms, and +5.1 dB in the gymnasiums. The reverberation time was 0.4 seconds in the general classrooms, 0.5 seconds in the special education classrooms, and 0.8 seconds in the gymnasiums.Conclusion: Currently, it can be difficult for students with hearing impairments to effectively listen in inclusive educational environments. Therefore, improvements are needed to create better listening conditions.

Implementasi Pendidikan Inklusif pada Siswa Berkebutuhan Khusus

This study explores the implementation of inclusive education at MTs Darul Ihsan Anggana, with a specific focus on the school's readiness, curriculum adjustments, and the challenges faced in integrating students with special needs into a regular learning environment. Using a qualitative approach with a phenomenological method, the research involved in-depth interviews, participatory observation, and document analysis to gather comprehensive data on the experiences of students with special needs, teachers, and parents. The results indicate that the school has demonstrated a strong commitment to implementing inclusive education by providing teacher training and adapting the curriculum to accommodate diverse learning needs. However, significant challenges persist, including limited resources, inadequate parental support, and social stigma towards students with special needs. These findings underscore the need for ongoing support from the government and stronger collaboration among schools, teachers, and parents to improve the effectiveness of inclusive education in Indonesia. While inclusive education has shown positive impacts in enhancing the social skills and self-confidence of students with special needs, further curriculum adjustments, increased teacher training, and greater community support are essential to fully optimize learning outcomes and create a more inclusive educational environment for all students.

A framework for training graduate students and campus communities in inclusive teaching.

While graduate student teaching assistants (TAs) contribute significantly to university education, many graduate programs across diverse disciplines offer limited formal pedagogical training. In turn, many researchers informally develop teaching and mentoring skills as they advance to faculty positions or related careers. This can perpetuate a lag in the implementation of inclusive educational environments despite the clear benefits demonstrated by recent pedagogical research. For instance, the integration of inclusive teaching strategies like universal design for learning, growth mindset feedback, and the use of relatable role models in curricula may help increase the persistence, success, and self-efficacy of traditionally underrepresented groups in the sciences. Additionally, research indicates that training graduate TAs in evidence-based practices may have benefits beyond teaching efficacy, such as greater confidence in research preparedness and science communication-skills applicable to any scientific field or career path. Here, we developed and implemented an inclusive teaching series for a marine science department that included: (i) campus-wide pedagogical journal article discussions and knowledge-sharing, (ii) expert-led interactive workshops on evidence-based teaching strategies, and (iii) a graduate TA professional development module on inclusive lesson planning with opportunities to teach and receive feedback. Based on our experiences, we share a framework and resources to facilitate a broader adoption of formalized TA training in inclusive teaching practices within graduate programs across a variety of fields.

The alternative pathway: Factors influencing middle-income parents to choose homeschooling

Given that Malaysia is still a developing country with a predominantly middle-income population, understanding the dynamics of homeschooling within this economic context was critical. The objective of this study was therefore to explore the factors influencing middle-income Malaysian parents’ decisions to homeschool their children. This study which was a qualitative case-study, was conducted through in-depth interviews with three middle-income parents’ whose children were currently homeschooling in Malaysia. The self-designed instrument achieved a Kappa score of .74, ensuring reliability of instrument for data collection. Braun and Clarke’s (2006) thematic analysis approach integrated by Miles et al.’s (2013) three-cycle analytical coding was utilized in analyzing the data. The results from the in-depth interviews revealed four major themes which discussed factors influencing middle-income Malaysian parents’ decisions to homeschool their children. Flexibility and individualized learning, discontent with traditional schooling, children’s ability and disparity in classroom instructions and cultural independence have led many middle-income parents to explore home-schooling as an alternative educational option. The findings in this study uncovered that many parents perceived the home environment as a perfect setting for education. This study has practical implications as it highlighted the importance of creating a more inclusive and effective educational environment within the traditional school environment, hence decreasing the need for parents to choose homeschooling as an educational option.

INCLUSIVE COMPETENCE AS A COMPONENT OF THE FUTURE MATHEMATICS TEACHER’S PROFESSIONAL COMPETENCE

The article deals with the concepts of «inclusive competence of a teacher» and «inclusive competence of a future mathematics teacher», with the latter being considered as a component of their professional competence. The aim of the article is to characterize inclusive competence as a component of professional competence and to analyze the content of its structural components. Research methods: analysis of scientific sources on the issues of inclusive education and the development of teachers’ inclusive competence to define the essence of the concept «inclusive competence» and its structure, as well as comparison, systematization, and generalization to characterize the content of the inclusive competence components in future mathematics teachers. The inclusive competence of future mathematics teachers is defined as an integral personal and professional characteristic and a component of their professional competence. The structural components of inclusive competence in future mathematics teachers have been identified and characterized: motivational-value, cognitive, activity-operational and reflective. The cognitive and activity-operational components of inclusive competence in subject teachers reflect the content and specifics of a particular subject or field of knowledge (such as physics, mathematics, physical education, etc.) and the specifics of teaching these subjects in an inclusive educational environment. components refer to the organization of an inclusive educational environment where children with special educational needs will study. Key skills include the ability to adapt learning materials to suit the students’ awareness, taking considering their special perception, memory and way of thinking, as well as offering engaging forms and methods of teaching. In this context, it is important to draw on the achievements of primary school mathematics teaching methods, such as the «Numicon» (method, Cuisenaire rods, Dienes’ method, edutainment technologies, eidetic techniques and mnemonic devices). The cognitive and activity-operational components of inclusive competence in future mathematics teachers are continuously developing, updated with information about new resources, methods, technologies and opportunities for organizing mixed and distance learning for children with special educational needs (such as online platforms). They are also enhanced by the teachers’ experiences. It has been proven that to ensure the efficiency of inclusive education and the development of mathematical competence in students with special educational needs, a comprehensive preparation of future mathematics teachers for professional activity in an inclusive environment is necessary. This should be based on the unity of theoretical and practical components at the general pedagogical, methodological and specialized levels. It is also important to create conditions and motivate future mathematics teachers to develop their inclusive competence through self-education and informal learning.

Cross-sectional study of bystander roles in school bullying incidents in the United Arab Emirates

Abstract Background School bullying is a widespread public health issue with far-reaching consequences on the psychological well-being and academic performance of students. This study focuses on the perspective of bystanders to better understand their role in the dynamics of bullying in school environments in the United Arab Emirates. Methods We employed a multi-stage random sampling approach to collect data from students in grades 6 to 9 at the sample of public and private schools in Al Ain, using a validated self-report questionnaire. IBM SPSS software version 28.0 was used for the analysis using appropriate statistical tests. Results Out of 728 surveyed students, 290 (40%) were from private and 438 (60%) from public schools. A total of 425 (58%) of students were bystanders observing bullying incidents across all schools, with 65% of males versus 45% of females witnessing such events. Physical bullying was the most frequent type of bullying observed by 67% of students. The classroom was most often location, 75% in private schools and 61% in public schools. Verbal abuses such as making fun and name-calling were commonly reported. Bullying targeting physical appearance was particularly noted, with 31% of bystanders stating that bullying was due to perceptions of a student’s face being ‘funny’ and 21% due to beliefs about weight. 59% felt sad, and 29% didn’t go to school as a result of the bullying. Reporting to teachers was limited (25%). Conclusions The high prevalence of bystanders in school bullying incidents in Al Ain was observed, especially among male students. The results emphasize the critical need for comprehensive anti-bullying programs that include bystander intervention strategies to promote a supportive and inclusive educational environment. Key messages • Many of students are witnessing bullying, highlighting the need for effective intervention programs. • Empowering bystanders is crucial in preventing bullying and enhancing the safety at schools.

Exploring Faculty Members’ Experiences with Virtual Classroom Platforms and Their Perceived Usability during the COVID-19

This two-phase mixed-method study examined faculty experiences with Virtual Communication Platforms (VCPs) and their usability in distance education during the COVID-19 epidemic. A stratified random sample of 913 faculty members from 167 universities was selected to participate in an online questionnaire that included the System Usability Scale, demographic information, and open-ended questions. Twenty-five of the faculty members who had completed the online questionnaire were then interviewed in semi-structured interviews. The quantitative analysis results indicate that Zoom was the most favored platform, obtaining a ‘Good’ usability score together with Google Meet and Adobe Connect. In contrast, Perculus and Microsoft Teams were evaluated as having ‘Poor’ usability. Results also revealed the significant effect of gender on Perculus, distance education experience on Zoom, and age and academic status on Zoom and Google Meet usability perceptions. Furthermore, the qualitative analysis results revealed usability challenges (e.g., technical challenges, functionality issues, usability concerns), positive aspects (e.g., usability and effectiveness, support and issue resolution, performance and accessibility), and suggestions for improvement (e.g., instruction and support, exploration and optimization, format and assessment enhancement). The study offers valuable insights for institutions to make informed decisions about adopting VCP, investing in targeted training programs, and ultimately fostering a more effective and inclusive distance education environment.

Self-reported mistreatment of Danish medical students

Abstract Background Evidence suggests that mistreatment of medical students (MS) exists and that it is associated with stress, anxiety, burnout, substance abuse etc. Mistreatment encompasses discrimination and sexual harassment and impacts MS’ ability to partake their education with increased risk of dropout. The aim of the study is therefore to explore whether Danish MS and junior physicians enrolled in the Clinical basic education (CBE) have experienced mistreatment during their studies. Methods An online survey was conducted by email and sent to 5234 MS enrolled in one of four medical Master programs in Denmark or in the CBE. Reminders were distributed by email, shared in Facebook groups, and presented during lectures, accompanied by cards with QR codes for the survey. Data collection took place during spring 2023 and 645 completed the questionnaire giving a response rate of 12 %. The questions were based on the Everyday Discrimination Scale. Descriptive statistics and multivariate logistic regression were used for data analysis. Results MS most often encounter mistreatment from physicians, other health professionals and patients during their clinical internships. They also encounter mistreatment from lecturers and peers. MS who self-identify with another ethnicity than Danish/European were 3.2 times more likely than MS identifying with Danish/European ethnicity to report mistreatment from other students (95% CI 1.76 -5.95). Men were also less likely than women to report mistreatment. The mistreatment reported by MS is predominantly based on gender, ethnicity, religion, and age. The most frequent experiences are stereotypical statements (71,8%), lack of respect (65,1%) and being ignored (54,1%). Conclusions Our results indicate that Danish MS experience mistreatment, which can potentially impact their mental health. These results underscore the need for targeted interventions to create an inclusive educational environment that fosters the well-being and success of MS. Key messages • Danish medical students often face mistreatment from peers and health professionals, and more often reported by woman and students identifying with ethnic backgrounds other than Danish/European. • Action by University management is needed to implement targeted interventions such as diversity training, as mistreatment can negatively impact students’ mental health and educational outcomes.

Understanding Factors Affecting Inclusions of Students with Disabilities in Higher Education: A Study among Non-Disabled University Students

Inclusive education for people with disabilities is gaining importance globally, with improving factors that support the inclusion of students with disabilities in higher education as a key objective. This study explores how societal and environmental factors shape perceptions of disability, rather than viewing it solely as an individual limitation. A non-probability convenience sampling method was employed, involving 279 university students from six different faculties. Data were analyzed through frequency distribution and SPSS to examine the attitudes of non-disabled students toward the inclusion of their disabled peers in higher education. The findings reveal that environmental barriers are strongly associated with the attitudes of non-disabled students toward their peers with disabilities (r = .693, p < .01), indicating that these barriers significantly impact how students perceive and interact with those who have impairments. The non-disabled students identified specific environmental factors that either support or hinder the inclusion of disabled students in university settings. This research highlights the need for addressing environmental obstacles to foster a more inclusive and supportive educational environment for all students.

An Analysis of the Implementation of the Merdeka Curriculum in Inclusive Schools in East Lombok Regency

This research aims to analyse the implementation of the Merdeka curriculum in inclusive schools in East Lombok Regency. Considering the large number of people with disabilities in this area, this research explores the challenges faced by teachers in interactions with students, understanding the curriculum, as well as available resources. Qualitative descriptive research method was used, with data obtained through observation, interviews, and documentation. The results of research on the implementation of the Merdeka curriculum in inclusive schools in East Lombok show a significant positive impact on the development of inclusive students, especially in the aspects of communication, motor, cognitive, and independent ability. This success was influenced by the teacher's understanding in implementing differentiated learning and support from special inclusion teachers. However, there are still challenges, such as limited resources and training, as well as a learning culture that is not yet inclusive. To increase the implementation of the Merdeka curriculum in inclusive schools, ongoing training, development of individual learning plans, and improvement of facilities are needed. Supports from the government, schools, and community are critical to long-term success. It is hoped that this research can contribute to the development of a sustainable and responsive inclusive education environment in East Lombok.

A child-centred intercultural approach to the socio-educational inclusion of migrant and refugee children

The increasing trend of child migration, whether forced or voluntary, poses a challenge to policies aimed at ensuring social cohesion and protecting children's rights. Inclusive educational environments play a crucial role in the integration of migrant and refugee children by promoting intercultural dialogue and participation. This study aims to explore the potential of a child-centred approach to the socio-educational inclusion of migrant and refugee children in Europe, proposing a framework of inclusive interculturalism to address the specific challenges these children face in educational settings. A narrative review was conducted, examining a wide range of peer-reviewed sources to synthesise current knowledge on child-centred education and its applicability to migrant and refugee children. The review identifies key challenges in adopting a child-centred approach, including socio-cultural, linguistic and psychological barriers that hinder migrant and refugee children's full participation in education. It highlights the importance of promoting agency, cultural competence and emotional well-being through inclusive and intercultural educational practices. Implementing a child-centred, inclusive intercultural approach can promote social cohesion and reduce inequalities by ensuring that all children, regardless of their background, have access to quality education and opportunities for personal development. However, more empirical research is needed to translate these theoretical frameworks into practical interventions.

Demographic influences on students’ self-efficacy for LGBTQ+ inclusion: a quantitative study in higher education in Sri Lanka

ABSTRACT The increasing demand for LGBTQ+ inclusive education has made it a significant area of contemporary higher education research. Understanding self-efficacy and its complexities is pivotal for effectively planning and executing LGBTQ+ inclusion initiatives in higher education settings. This study aims to assess the level of self-efficacy among students within a selected faculty of a state university in Sri Lanka regarding fostering LGBTQ+ inclusion. Additionally, this research explores whether demographic factors significantly influence undergraduates’ self-efficacy in promoting LGBTQ+ inclusion. Inspired by the positivist paradigm, the study employed a survey strategy to gather quantitative data on students’ self-efficacy to foster LGBTQ+ inclusion across various demographic factors. Conducted at the faculty level, researchers administered a structured questionnaire to collect responses from 324 participants. The findings revealed a moderate level of self-efficacy among undergraduates in interacting with LGBTQ+ peers. Moreover, students’ gender, sexual orientation, English language proficiency, and educational upbringing significantly impacted students’ self-efficacy in promoting LGBTQ+ inclusion. Conversely, ethnicity and religion showed no significant influence on self-efficacy in this context. These results underscore the critical role that universities can play in fostering inclusivity and support for LGBTQ+ individuals in Sri Lanka. The results suggest that universities can enhance the self-efficacy of undergraduates through the implementation of targeted interventions, supportive policies, and comprehensive training programs. Accordingly, this research promotes LGBTQ+ inclusion and contributes to the development of a more inclusive and equitable educational environment for everyone.