Examines the effect of a university course on teachers’ beliefs in inclusive geography education, indicating positive outcomes.
In the context of inclusive geography education, teacher beliefs play a crucial role in shaping inclusive practices. In the present study, we examined the potential of a university-based course to enhance beliefs and self-efficacy beliefs about inclusive geography teaching. A pre–post design with an experimental and untreated control group was used. Repeated measures ANOVA and MANCOVA results indicate that participation in the intervention increased both belief constructs, with a strong effect on self-efficacy beliefs and a smaller effect on general beliefs. These findings highlight the potential of targeted training to foster inclusion-related beliefs in geography teacher education.
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Winklmaier et al. (2026) studied this question.
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