Analysis of the Treatment of Inclusion in the Faculties of Education Sciences of Catalan Universities

This doctoral thesis examines how inclusion is addressed in the Faculties of Education at Catalan universities, with the aim of understanding how it is conceptualised, implemented, and promoted through institutional structures, policies, and practices. The study is grounded in the understanding of the university as a complex organisation shaped by diverse agents and dynamics that directly influence equity, access, participation, and academic success. The theoretical framework reviews the foundations of inclusion, its historical evolution, and educational models associated with diversity. It also presents key evaluation tools—such as Universal Design for Learning, the Index for Inclusion, and the Guide for the Analysis and Evaluation of Inclusive Practices—alongside the ORACLE model, which offers an institutional lens for analysing equity-related functions and organisational levels. The thesis also examines Catalan university policies and identifies groups in situations of vulnerability within higher education. The methodology follows a mixed-methods design and an interpretative-phenomenological paradigm. The quantitative phase includes data from 859 students and 266 lecturers, while the qualitative phase comprises 79 interviews with institutional leaders, departments, services, and academic staff. The analysis is organised around six axes: understanding of inclusion, vulnerable groups, policies, services, inclusive teaching methodologies, and institutional needs. Findings reveal a broad recognition of inclusion, though with variations depending on degree, gender, teaching experience, and specific educational needs. While there is strong agreement on the principles of inclusion, its implementation remains uneven across institutions. Identified vulnerability factors include socioeconomic conditions, educational needs, mental health, and institutional barriers. Despite the existence of protocols and resources, these are often insufficiently known or inconsistently applied. Inclusive teaching methodologies are increasingly present but remain uneven and conditioned by staff training and beliefs. The thesis identifies key institutional needs: stronger leadership on inclusion, consolidation of a transversal inclusive culture, enhanced coordination and internal communication, and improved staff training in inclusive competences. It concludes by proposing a comprehensive institutional improvement model to guide universities towards more equitable and accessible educational environments.