Training needs in the field of inclusive education: knowledge and representations of university faculty in Chile

Abstract

This study aimed to identify the training needs of Chilean university faculty regarding inclusive education processes, based on their levels of knowledge and representations. A single-case design and a mixed-methods convergent approach were employed. Data collection included a questionnaire administered to 142 faculty members, as well as interviews and focus groups. The findings indicate an intermediate level of proficiency in the conceptual foundations of inclusive education and related specific strategies, with the primary training need being the effective use of inclusive educational methodologies. The discussion highlights the importance of implementing training initiatives aligned with the identified needs.