Inclusive Education in the Ecuadorian University: The Role of academic personnel’s Social and Emotional Competencies

The consolidation of truly inclusive university systems requires a deep understanding of the personal and contextual variables that influence teaching practices. The present study had two objectives: to analyze inclusive education among Ecuadorian university faculty and examine differences according to sociodemographic variables; and to evaluate the relationship between socio-emotional competencies and inclusive education in order to determine the explanatory contribution of socio-emotional competencies and sociodemographic variables to levels of inclusive education. A quantitative, descriptive, cross-sectional ex post facto study was conducted with an incidental sample of 568 university professors (61% men), with a mean age of 43.91 years (SD = 9.68). A questionnaire composed of three sections was administered: socio-occupational data of the faculty, the Socio-Emotional Competencies Questionnaire, and the Inclusive Education Scale. Descriptive, correlational, and comparative analyses were performed, including linear regression analyses. The results indicate predominantly positive levels of inclusive education, with significant differences according to age, training in inclusion, and some dimensions associated with gender, coexistence with minority groups, and ethnic-cultural background. Social awareness and prosocial behavior emerged as the factor with the greatest explanatory contribution to inclusive education. These findings may contribute to the design of institutional policies and teaching practices aimed at fostering inclusive higher education.