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The study aims to examine how an inclusive education course affects pre-service teachers' attitudes and self-efficacy in teaching.

Changes in Pre‐Service Teachers' Attitudes Toward Inclusive Education and Self‐Efficacy in Differentiated Instruction Following an Inclusive Education Course

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Explanatory sequential mixed-methods study shows improved self-efficacy in teachers, indicating a need for more practical experiences.

The study aims to examine how an inclusive education course affects pre-service teachers' attitudes and self-efficacy in teaching.
Explanatory sequential mixed-methods design involving 46 pre-service teachers at a public university in Türkiye.
Quantitative phase used the Wilcoxon Signed-Rank Test for analysis, including a follow-up with 34 participants post-practicum.
Qualitative data obtained from focus group discussions with seven volunteer participants.
Moderate increase in attitudes toward inclusive education (r = 0.31).
Substantial improvement in self-efficacy for differentiated instruction (r = 0.67).
Follow-up showed stable self-efficacy scores (z = 0.37, p = 0.715) but a significant decline in attitudes (z = −5.09, p < 0.001).

Ebru ÜNAY (2026) studied this question.

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