In the twenty-first century, inclusive education has emerged as a vital strategy for ensuring equal learning opportunities for all students, regardless of their abilities or personal characteristics. It affirms every learner's right to a quality education within a supportive and equitable environment. This study investigated the attitudes of M.Ed. students toward inclusive education and their preparedness to advocate for inclusive practices in their future professional roles. Using a cross- sectional survey design, data were collected from fifty students through a structured attitude scale developed and validated for this purpose. The results revealed that while the majority of students held favourable attitudes toward inclusive education, challenges remain in terms of resource constraints, limited institutional support, and insufficient practical exposure to inclusive classrooms. Positive attitudes were found to be strongly associated with academic performance, and confidence in teacher preparation emerged as a significant predictor of student engagement. Furthermore, students recognized the broader societal benefits of inclusive education, particularly in promoting equity, reducing stigma, and fostering social cohesion. The study concludes that inclusive education must be embedded as a core philosophy in teacher preparation programmes, supported by adequate resources, experiential learning opportunities, and sustained professional development. Although the findings are limited by the small sample size and single-institution scope, they offer valuable insights for policymakers, curriculum designers, and educational leaders seeking to strengthen inclusive practices. Future research with larger and more diverse samples, including qualitative approaches, is recommended to deepen understanding and guide effective policy interventions.
Ismail et al. (Wed,) studied this question.