Religious–Moral Values in Inclusive Education: A Mixed-Methods Study of Romanian Special Education Teachers

This study examines the role of religious–moral values in supporting the inclusion of students with special educational needs (SEN) within the broader framework of inclusive education. Using a sequential explanatory mixed-methods design, the research combines a qualitative phase based on semi-structured interviews with special education teachers (N = 9 participants) and a quantitative phase involving a questionnaire administered to a larger sample (N = 324 respondents). The qualitative findings indicate that teachers associate religious–moral values with the development of socio-emotional competencies, such as empathy, respect, solidarity, and a sense of belonging, which are considered essential for inclusion. The quantitative results support these perspectives, showing high levels of agreement regarding the contribution of these values to fostering positive attitudes, social acceptance, and the classroom integration of students with SEN. The findings also suggest that teachers attribute greater importance to core values than to formal religious instruction and prefer adaptive, student-centered strategies, including narrative and experiential approaches. Overall, the study highlights the potential of religious–moral values as a resource for inclusive education when applied in a flexible, interdisciplinary, and context-sensitive manner. These findings contribute to ongoing discussions on the role of religion in education, particularly in relation to inclusion, equality, and respect for diversity.