Faculty Attitudes towards Inclusive Education in Gilgit-Baltistan: A Case Study of Public Sector Universities.

Abstract

This study explores the attitudes of university faculty/Teachers in Gilgit-Baltistan towards inclusive education, focusing on the awareness, teaching efficiency, resource availability, and personal characteristics influencing their approach to students with special needs. Utilizing a quantitative research design, data were collected from a sample of 163 faculty members across five public sector universities using a stratified random sampling technique. The findings reveal that while faculty demonstrate strong awareness and positive attitudes towards inclusive education, challenges such as inadequate training, limited resources, and a lack of specialized support hinder effective implementation. Notably, faculty’ personal characteristics, such as empathy and flexibility, were positively correlated with successful inclusive practices. The study highlights the need for professional development programs and improved resource allocation to enhance faculty readiness and efficiency in managing inclusive classrooms. It recommends targeted training on inclusive strategies, the provision of assistive technologies, and fostering a supportive learning environment to address the identified gaps and promote more effective inclusion in higher education institutions in the region.