CLUSTERING ANALYSIS OF UKRAINIAN HIGHER EDUCATION INSTITUTIONS BY INCLUSIVITY LEVEL

The aim of this study is to analyse the implementation of inclusive policies and practices in Ukrainian HEIs and to cluster them based on inclusivity levels. Data were collected from May to July 2025 using a structured questionnaire distributed via Google Forms to 821 respondents, including students, faculty, and administrative staff across various HEIs. A quantitative analysis of 34 closed-ended questions (Cronbach’s alpha = 0.944), followed by quartile-based cluster analysis using an aggregated inclusivity indicator (Pinc). The overall proportion of affirmative (“yes”) responses was 56.6%. Identified strengths include flexible learning formats, diverse methods for demonstrating knowledge, and quota systems for socially vulnerable groups. However, significant gaps exist in information accessibility for individuals with disabilities, faculty professional development in inclusive education, and the provision of adapted learning materials. Private and communal HEIs outperform state-owned institutions. Pedagogical HEIs lead with 67.1% of affirmative responses, followed by classical (59.7%), medical (55.2%), and technical (50.4%) institutions, reflecting sectoral differences. Clustering identified three groups based on inclusivity levels: low (Pinc ≤ 21), medium (21 < Pinc < 30), and high (Pinc≥ 30). These groups were influenced by funding, staff training, and monitoring systems. The findings justify targeted support for HEIs with low inclusivity scores and the dissemination of best practices from high-performing institutions. Policy priorities include increased funding for barrier-free environments and adapted materials, mandatory staff training, and national monitoring of inclusivity. Future research should develop longitudinal indicators and explore the impact of inclusive practices on the social integration and rehabilitation of veterans and displaced persons.