Inclusive, equitable and quality education practices for students with disabilities in higher educations

Abstract

Inclusive, equitable, and quality education is a Sustainable Development Goal endorsed by Guatemala. This study aimed to determine the level of achievement of this goal at the University of San Carlos of Guatemala, as well as to identify good practices and promote pedagogical strategies tailored to different disability conditions. A mixed-methods approach was employed, integrating qualitative analysis with its quantification into frequency-based categories. Data were collected through virtual survey questionnaires administered to both students with disabilities and faculty members, in order to capture perspectives from both groups. The sample consisted of 38 students with disabilities (visual, physical, auditory, psychosocial, and multiple) from 11 academic units at the central campus and 5 regional campuses, as well as 632 faculty members from 15 academic units at the central campus and 12 regional campuses. The study examined faculty knowledge of inclusive education, the most effective teaching strategies —particularly in virtual learning environments— and the existence of conditions to support intra-university networks that strengthen inclusive and quality education. Findings indicate progress in faculty knowledge; however, its practical application remains limited. The results highlight the need for continuous training programs in inclusive education. Additionally, a significant proportion of students lack conceptual understanding of inclusive education, although they generally perceive this approach positively. The study concludes that strengthening inclusive education requires the articulation of faculty training and active student participation.