Inclusion as an educational challenge: perspectives from higher education students

This study explores the knowledge and perceptions of psychology students at the University of the Basque Country (Spain) regarding inclusive education and the integration of inclusive content and practices into their academic training. A mixed-methods design was employed, pre–post design with a targeted educational intervention consisting of a structured 4-h film-forum program delivered in a single training session. Data were collected from 59 students (8 men, 51 women; 20–23 years), using a 12-item knowledge questionnaire administered pre/post and an open-ended prompt. Quantitatively, students’ knowledge of inclusion increased from pre ( M = 0.86, SD = 0.098) to post-intervention ( M = 0.89, SD = 0.097). Qualitatively, the Reinert lexicographic analysis (DHC and similarity) identified five thematic classes spanning educational and personal dimensions and underscored the need for specific, applied, and ethically grounded training; similarity analysis further portrayed inclusion as a complex, multidimensional construct. The findings highlight explicitly embedding inclusion across Psychology curricula and strengthening practice oriented, ethically situated learning, to better prepare future professionals to address inclusion meaningfully.