Inclusive Education in Higher Education: A Comparative Analysis of Faculty Attitudes, Knowledge, and Practices in Colombian Universities

Background: This study analyses the pattern of development of the dimensions of inclusive education in different academic and disciplinary profiles in teachers from selected higher education institutions in Colombia, identifying strengths and areas of improvement for inclusive education. Methods: A quantitative approach, non-experimental design and descriptive–comparative scope were used. The research is a cross-sectional field study, with data collection using a self-administered CEI questionnaire adapted to Colombia and to higher education institutions. The sample included 222 professors from the participating Colombian universities. Descriptive analyses and hypothesis testing were conducted with the support of R software. Results: The findings indicate notable differences in teachers’ attitudes, knowledge, practices, and educational contexts. Conclusions: The variability in knowledge about inclusive strategies suggests the need for more targeted training interventions to reduce the knowledge gap and build teachers’ confidence in implementing inclusive practices.