La Percepción del Estudiantado Universitario de las Facultades de Ciencias de la Educación sobre las Barreras que Dificultan la Inclusión

This article examines how students in Faculties of Education Sciences in the Catalan context perceive the barriers that hinder university inclusion. Using a descriptive‑interpretive design and quantitative methodology, an ad hoc questionnaire focused on “barriers to learning and participation” was administered. The results show that psychological barriers are the most decisive, followed by ideological and social ones, while physical barriers are perceived as less relevant. Differences emerge according to gender, degree program, academic year, and the presence of SEN/SEBD, indicating that inclusion is not experienced homogeneously. Overall, the findings suggest that inclusion today plays out in emotional, relational, and cultural dimensions, and call for experiential teacher training with a gender‑ and intersectionality‑informed approach, strengthened socio‑emotional support, and institutional strategies that go beyond material accessibility to transform university culture.