Faculty members’ attitudes and conceptions of disability and inclusive education in higher education: a systematic review

This systematic review examines faculty members’ attitudes and conceptual frameworks concerning disability and the inclusion of students with disabilities in higher education. Across 22 studies, the review shows that participants generally express positive attitudes towards students with disabilities and their educational inclusion. They demonstrate willingness to provide accommodations and recognise students’ rights to full participation. At the same time, deficit-based perspectives persist, reflecting stereotypes and limited knowledge. Positive orientations towards inclusion often coexist with limited transformation of core academic practices. Attitudes vary by gender, discipline, academic rank, and training. In contrast, age and years of experience do not show consistent associations, while prior experience with students with disabilities shows mixed effects. These findings point to the importance of institutional, rather than solely individual, approaches to change. However, the evidence base is geographically uneven, with a concentration of studies from Southern Europe and the Middle East, which should be considered when interpreting the scope of the findings. Targeted professional development and institutional support are essential to consolidate inclusive higher education.