Attitudinal Indicator Model for Disability Inclusion in Higher Education: Advancing Sustainable Development Goals in El Salvador

This study validates an empirical model of attitudinal indicators to assess the inclusion of students with physical motor disabilities in higher education. Grounded in the tripartite model of attitude and framed within the social model of disability, the research employed the SACIE-R scale to measure emotional, cognitive, and behavioral predispositions among 384 faculty members from private universities in El Salvador, selected through stratified sampling. Exploratory factor analysis (EFA) identified three latent dimensions—concerns and general attitudes, inclusive feelings, and cognitive–affective tension—explaining 56.36% of the variance, with strong reliability (Cronbach’s α = 0.876). Chi-square tests revealed significant attitudinal differences by age, sex, training, and institutional affiliation. The resulting model translates latent predispositions into observable indicators of inclusive teaching competencies, providing a diagnostic and evaluative tool for higher education institutions. Beyond the Salvadoran context, the framework demonstrates potential scalability across Latin American systems with comparable socio-educational conditions. Importantly, the model contributes to the Sustainable Development Goals (SDG 4, SDG 10, and SDG 16) by supporting inclusive and equitable quality education, reducing structural inequalities, and informing governance policies grounded in human rights. Findings highlight persistent attitudinal barriers and limited faculty preparedness, underscoring the need for sustainable institutional strategies. This research advances the debate on educational sustainability by linking faculty attitudes to long-term policy development, capacity-building, and institutional accountability.