Inclusion in Ukrainian universities from an inside perspective

Area of Science:

• Higher Education Studies
• Sociology of Education
• Disability Studies

Background:

• Ukrainian higher education institutions are navigating significant sociopolitical transformations.
• Understanding staff perceptions of inclusivity is crucial for fostering equitable academic environments.
• Previous research has not extensively detailed inclusivity perceptions within Ukrainian universities during this period.

Purpose of the Study:

• To investigate the current state of inclusivity in Ukrainian universities.
• To analyze the perceptions of university staff regarding inclusivity.
• To identify factors influencing these perceptions, including professional role and personal experiences.

Main Methods:

• A quantitative study surveying 820 university staff members across academic, management, and support roles.
• Data collection focused on perceived levels of inclusivity, work experience, interactions with students with disabilities, and self-identification with vulnerable groups.
• Statistical analysis was employed to examine variations in perceptions across different staff categories and influencing factors.

Main Results:

• The majority of staff (820 respondents) reported moderate to high levels of inclusivity in their institutions.
• Perceptions of inclusivity showed slight, non-statistically significant variations across professional roles.
• Personal experiences with students with disabilities or self-identification with vulnerable groups had only a marginal impact on inclusivity perceptions.

Conclusions:

• Ukrainian university staff generally hold a positive outlook on institutional inclusivity.
• Inclusivity perceptions appear relatively uniform across different staff roles and personal backgrounds.
• The findings highlight the need for continued efforts to enhance inclusive practices in higher education, especially amidst societal change.