This study contributes to comparative and international education research by validating a culturally adapted Teachers’ Attitudes towards Inclusive Education (TATIE) scale in Iraqi Kurdistan and conducting a rigorous comparative evaluation of pre-service teachers. Addressing methodological challenges in cross-cultural studies, the research analyzes data from 500 pre-service teachers using Partial Least Squares Structural Equation Modeling. Beyond establishing the reliability and construct validity of the adapted scale, the study integrates Multi-Group Analysis (MGA) and ANOVA to conduct a comparative analysis of demographic subgroups. The results reveal significant disparities in both measurement invariance and latent mean scores; specifically, participants with prior training and familiarity with inclusive practices demonstrated markedly higher self-efficacy and more favorable attitudes compared to their untrained and unfamiliar peers. Furthermore, significant variations were observed across gender and age groups. These empirically grounded insights offer valuable guidance for tailoring teacher education curricula in diverse cultural settings, contributing to the broader global discourse on equitable pedagogies.
Ali Emad Muhammad (Mon,) studied this question.