Between Commitment and Constraint: Lecturers’ Perceived Readiness for Inclusive Education in Higher Education

Abstract

Inclusive education plays an increasingly important role in higher education as institutions serve more diverse student populations, including students with special educational needs (SEN). While inclusive policies are widely promoted, less is known about how lecturers perceive their readiness to implement inclusive practices in university classrooms, particularly within private higher education contexts. This qualitative case study examined lecturers’ perceived readiness for inclusive education through semi-structured interviews with seven lecturers from psychology and education backgrounds who had experience teaching students with SEN. Data were analysed using thematic analysis. The findings indicate that lecturers understand readiness as an ongoing, experience-based process developed through teaching practice, reflection, and emotional engagement rather than through formal training. Although participants demonstrated strong commitment to inclusive values and adaptive teaching approaches, many reported uncertainty and reduced confidence due to limited structured professional development and unclear institutional guidance. As a result, readiness was uneven and relied heavily on individual initiative. The study highlights a tension between lecturers’ intrinsic motivation to support inclusion and the structural constraints within higher education institutions. It underscores the need for clearer institutional frameworks, targeted professional development, and sustained organisational support to strengthen inclusive teaching practices in higher education.