This article examines the role of university faculty as agents of institutional transformation in the inclusion of students on the autism spectrum in Chilean public higher education. Based on a case study from the Universidad Tecnológica Metropolitana (UTEM) in Santiago, the research explores how faculty training in neurodiversity and inclusive pedagogy shapes attitudes and promotes cultural change within the university. The study adopts a critical qualitative methodology informed by Theory of Change (ToC), which was used to model the causal mechanisms linking staff training in neurodiversity, inclusive practices, and institutional change. Data were collected via focus groups and personal academic narratives from both staff and students, exploring the tensions between institutional inclusion discourses and lived pedagogical practices. Findings suggest that genuinely inclusive teaching occurs when difference is acknowledged and normalized, rather than treated as an exceptional or deficit‐based condition requiring management or special assistance. Training initiatives were found to improve communication, flexibility, and empathy, although structural barriers persist due to managerial cultures and the precarization of academic work. The study concludes that the inclusion of students on the autism spectrum requires more than mere institutional policy: It requires learning environments capable of acknowledging, understanding, and reframing differences as a transformative force toward genuinely inclusive higher education.
Aguirre et al. (Thu,) studied this question.