Perceptions of Social Inclusion in Ukrainian Higher Education: Demographic Differences

Abstract

In the context of Ukraine’s European integration and ongoing full-scale war, social inclusion has become an important issue for Ukrainian higher education institutions. This study analyses demographic differences in perceptions of the implementation of social inclusion. An online survey was conducted from May to July 2025 with 821 respondents: students, academic staff and heads of structural units. The questionnaire included 34 closed questions on inclusive practices, open-ended questions and demographic items. The analysis combined descriptive and inferential statistics with exploratory factor analysis, reliability testing, and thematic analysis. Factor analysis supported the use of the aggregated inclusivity indicator (P_inc) and three subscales, although the formal access subscale had lower reliability. The results showed uneven implementation of inclusive practices: flexible learning formats (88.7%) and diverse opportunities to demonstrate knowledge (82.6%) were among the most developed, while information accessibility (32.2%) and staff training in inclusive education (35.0%) were among the weakest. Gender differences were not statistically significant for the total indicator. Age differences were statistically significant but small and inconsistent across subscales. Role differences were also statistically significant, with heads of structural units assessing inclusion more favourably than students and academic staff. Open-ended responses showed that students and younger respondents more often raised support, safety, information and adapted materials, whereas staff and heads more often referred to funding and resources. The findings indicate the need for clearer student information, better access to adapted materials, inclusive-education training and stronger coordination through inclusion officers.