Impact of psychological factors, university environment and sustainable behaviour on teachers' intention to incorporate inclusive education in higher education

Abstract

PurposeThe current study examines the impact of various psychological factors, university environment and sustainable behaviour on teachers' intention to incorporate inclusive education in higher education.Design/methodology/approachA cross-sectional survey was conducted to collect data from 204 academicians and scholars from India. Structural equation modelling (SEM) was employed to examine data.FindingsResults revealed that teachers' attitudes, university environment and spirituality had a positive and significant association with intention to incorporate inclusive education. Path analysis showed that teachers' attitude was the most prominent predictor of intention to incorporate inclusive education, followed by spirituality and university environment.Practical implicationsThe study determines the key predictors of teachers' intention to incorporate inclusive education. The identified factors can help the government and public policymakers foster inclusive education. The study determines that teachers have the capability to drive inclusive education through intrinsic spiritual views and feelings of satisfaction and happiness. Marketers must capitalize on the spiritual aspect of individuals and accordingly develop long-term inclusive strategies.Originality/valueThe current study addresses prevailing gaps in existing literature on teachers' attitude and intention to adopt inclusive education. The study examines the impact of key predictors of teachers' intention to adopt inclusive education and focuses on emerging factors such as university environment, spirituality, teachers' self-efficacy, concern and sustainable behaviour.