Inclusive Education in Spanish Universities: The Social and Emotional Competencies of Teaching Staff as Associated Factors

Inclusive education is a pedagogical approach based on three principles: presence, participation, and learning for all students in diverse educational contexts, with particular attention to those in vulnerable situations. It is currently a key priority within educational systems, and teachers play a central role in its effective implementation. However, studies examining the factors that predict the level of inclusive education among university teachers remain scarce. This study aimed to examine the relation between teaching staff’s social and emotional competencies and their level of inclusive education, considering various socio-professional characteristics. The participants were 1252 academic staff members from 49 Spanish universities, surveyed in the second semester of the 2016–2017 academic year. This ex post facto cross-sectional study was conducted using self-report surveys. Bivariate Pearson correlations and linear regression analyses were performed. The results showed that being female, older age, participating in diversity-related research, receiving training in inclusive education, and higher levels of social and emotional competencies were associated with a higher overall level of inclusive education. Unexpectedly, experience with minority groups was not significantly associated with overall inclusive education and was negatively associated with school organization for inclusive education, while training in inclusive education was negatively associated with attitudes towards inclusive education. Given the strong relation between social and emotional competencies and inclusive education, programs aimed at fostering these competencies among teaching staff are recommended. Implications for faculty development and the improvement of educational practices are discussed.