University lecturers' attitudes towards inclusion and disability. Variables at play and transformative perspectives on Faculty Development

Abstract

Numerous international studies highlight how the academic success of students with disabilities is hindered by a combination of structural, social, and academic barriers, making their university journey particularly complex. Alongside these visible barriers, there are also cultural obstacles, often less explicit but equally impactful, manifested through faculty attitudes. In this context, the article presents a narrative review of the international scientific literature, with the aim of reconstructing the main factors influencing such attitudes and highlighting the transformative potential of faculty development: an approach, both educational and strategic, emerges as a key lever for promoting an academic culture that is consciously and effectively inclusive capable of overcoming ableist frameworks and driving meaningful change in university teaching practices.