Training in attention to diversity is a key aspect for achieving the inclusion of students with special educational needs in higher education for these students to have access to the same rights as any other student. To determine, through the perceptions of university professors, if the existence of barriers that arise in the teaching-learning process is determined by various factors of interest such as gender, training in attention to diversity, and, even, the attitudes that the professors present before the inclusion of these students. The research was carried out in eight universities in Andalusia (Spain), using as the main method of data collection a validated survey, the APTD Scale (Accessibility, Processes, Training, Demand), with the participating sample of 580 university professors. The university professors generally agree to perform inclusive actions in their teaching-learning process, although a significant association between variables. The study includes a series of perceptions that may help other university professors to make their practice more inclusive.

There is growing interest in analyzing the evolution of inclusive education in universities, highlighting the training of teachers as the main barrier to this evolution. The purpose of this study was to analyze, through a mediation model, to what extent the accessibility and inclusion of university campuses affect, both directly and indirectly, the continuous training of teachers in attention to diversity and training demands by teachers in this same area. Participants were 580 teachers from the Faculty of Education of eight Andalusian universities (Spain). The results revealed that the continuous training of teachers in attention to diversity mediates the negative effect that accessibility and inclusion of university campuses have on the training demanded by teachers; this means that the more accessible and inclusive the universities are, the more continuous training teachers have and therefore the more interest they have in continuing training. There is no empirical evidence in the literature that this mediation model is used in the field of educational inclusion as a methodological technique, so it is a very innovative contribution.

Currently we find greater inclusion of people with functional diversity at university; however, the attitude and training of university professors is found to be the main barrier. The objective of this study is to analyse the inclusive processes that university professors carry out to meet the needs of students with functional diversity and to identify how the variables of gender and training influence their attitudes towards inclusion. We administered the ‘Diver-Form-Questionnaire on Diversity and University Education’ survey to 431 professors from the University of Jaén. The results show that the instructors implement inclusive educational processes in their teaching practice, although there are significant differences in their attitudes regarding gender and training when implementing these inclusive actions. The conclusions indicate that it is necessary to rethink their teacher training in order to move towards educational inclusion and diversity at university.

Good teaching and tutoring practices continue to be a challenge for teachers. The objective of this study has been to define good practices in teaching and tutoring in the university context, as well as to show, through the testimonies of teachers considered excellent, the guidelines to achieve the desired good practices. A total of 22 university teachers participated in the study. A qualitative research approach has been used. The results show that good practices refer mainly to the attention to the students, the pedagogical capacity of the teaching staff and the knowledge and use of ICT.

Resumen La competencia intercultural permite que las personas sean capaces de manejar situaciones en las que se afronten estados en los que existan contradicciones y diferencias. En el contexto de menores migrantes no acompañados (MMNA) tutelados por la Administración en España, se llevó a cabo entre los años 2011 y 2022 un estudio longitudinal de tipo cuantitativo basado en el método descriptivo correlacional. El objetivo fue comprobar si el nivel de competencias interculturales de las personas que trabajan con MMNA mejora con el paso de los años, se mantiene igual o disminuye. Se realizaron comparaciones entre los datos recopilados en 2011 (n=334) y en 2022 (n=208), con la finalidad de descubrir posibles cambios entre los años establecidos. La muestra estuvo constituida por profesionales que desarrollaban su labor en centros de protección de menores de diferentes puntos de España. Los resultados manifestaron que el nivel de competencias interculturales disminuyo en relación con los resultados obtenidos en 2011. Se concluyó que seguía inalterable la necesidad de formación, lo que repercute negativamente en los procesos de inclusión de los MMNA.