Inclusive Education in University Psychopedagogical Training: Challenges and Perspectives

Authors

Keywords:

inclusive education, psychopedagogical training, higher education, educational inclusion

Abstract

Inclusive education in Ecuadorian higher education represents a major challenge for the consolidation of equitable, sustainable, and socially responsible university systems. This study analyzes, from a critical and contextualized perspective, the strategic role of psychopedagogical training in preparing professionals capable of responding to diversity, particularly in the context of the persistent gap between the existing regulatory framework and its effective implementation in university practice. The research incorporates a critical normative analysis to examine the coherence and scope of the legal and institutional framework supporting inclusive education in Ecuador, considering key national regulations and university policies. This approach makes it possible to situate students’ perceptions within a broader juridical-institutional context and to demonstrate that the identified barriers are not limited to pedagogical or attitudinal factors but are also linked to structural limitations in the operationalization of inclusive policies. Using a qualitative-descriptive approach, the study was developed as a case study supported by semi-structured interviews, focus groups, and institutional document analysis, applying a rigorous process of data triangulation. The findings reveal that students hold a broad and humanistic understanding of inclusive education, value academic support and flexible teaching practices, and recognize the development of key competencies such as empathy and didactic adaptability. However, significant structural and pedagogical barriers persist, particularly regarding accessibility, availability of resources, and the articulation between theory and professional practice. As an original contribution, the study proposes institutional guidelines aimed at strengthening inclusive and sustainable higher education.

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Published

2026-01-30

How to Cite

Carrera Salinas, K. J., Ramón Freire, L., & Rodríguez Laje, M. E. (2026). Inclusive Education in University Psychopedagogical Training: Challenges and Perspectives. Prisma Social Journal, (52), 511–528. Retrieved from https://revistaprismasocial.es/ps/article/view/6021

Issue

No. 52 (2026)

Section

Sección abierta

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