Teaching capabilities and competencies for the attention to diversity and inclusion in university students

Abstract

This research aims to describe the teaching capabilities and competencies related to attention to diversity, which promote the inclusion of university students in the context of higher education. The research was framed in a methodology with a descriptive qualitative and quantitative approach, where an initial bibliographic review was carried out. Also, in-depth interviews and surveys were applied to teachers in 2023, which were conducted with Likert scales. In addition, the statistical database of the university was used for the analysis of the university student population. Among the main conclusions, it is highlighted that several barriers hinder attention to diversity and the full inclusion of the student body in the institution. Though the institution performs some isolated actions of inclusion, there is no evidence of a structured program that allows follow-up and accompaniment to students in vulnerable situations. In this sense, the research conducted is relevant to understand higher education’s reality regarding inclusion and diversity.