Inclusive Education, Socioemotional Skills, and Employability Competencies among Higher Education Students: An Exploratory Mixed-Methods Study in Colombia

Background Higher education institutions face the challenge of comprehensively addressing the educational, socioemotional, and employment-related needs of diverse student populations. Identifying these needs is essential for informing institutional strategies aimed at promoting inclusion, well-being, and employability. This study aimed to examine these three dimensions among students at the Sucre Regional Campus of the Corporación Unificada Nacional de Educación Superior, Colombia, while also incorporating faculty perspectives on inclusive education. Methods An exploratory-descriptive mixed-methods study with a convergent parallel design was conducted using a non-probability convenience sample of 50 students and 15 faculty members. Quantitative data were collected using structured five-point Likert-scale questionnaires covering inclusive education, employability competencies, and socioemotional skills. Data were analysed using descriptive statistics and composite indices. Qualitative data were collected through self-administered online questionnaires with open-ended questions, analysed thematically, and subsequently integrated with the quantitative findings through methodological triangulation. Results All three dimensions received favourable ratings. Socioemotional skills had the highest mean score (M = 4.12; SD = 0.89), followed by employability competencies (M = 4.10; SD = 0.91) and inclusive education (M = 3.67; SD = 0.87). Faculty members also reported favourable perceptions of inclusive education (M = 3.86; SD = 0.85). The qualitative findings highlighted strengths in communication, teamwork, resilience, and adaptation to employment contexts, alongside opportunities for improvement in accessibility, infrastructure, specialised resources, faculty training, practical learning experiences, and engagement with the productive sector. Conclusions The findings indicate strengths in socioemotional skills and employability competencies, whereas inclusive education emerged as the main area requiring further development. Integrated institutional strategies combining accessibility, pedagogical innovation, student support, and employability preparation are needed to address the identified areas for improvement.