The illusion of inclusion: gaps between self-perception and practical knowledge in higher Education Students

Abstract

Inclusive education represents a fundamental pillar in higher education, although a critical conceptual confusion persists between systemic reform and individual adjustments. This research analyzed the gap between self-perceived mastery and practical competence in 124 university students. Under a descriptive, prospective, and cross-sectional methodology, theoretical methods such as analysis-synthesis and inductive-deductive were employed, contrasting a perception scale with a diagnostic questionnaire of 10 practical cases validated by experts. Results reveal an "illusion of inclusion": although 83.8% claim to understand the concepts, actual performance was 5.50/10. A bias was identified where participants recognize systemic changes (71.3%) but confuse welfare integration with real inclusion (44.1% accuracy). It is concluded that a superficial inclusive literacy exists, highlighting the urgency of reforming teacher training toward a praxis based on Universal Design for Learning. (DUA)This study is part of the research project " Fortalecimiento del nivel didáctico-pedagógico de los docentes en las instituciones educativas del cantón Jipijapa” and contributes to the University-Community Linkage project “Tareas dirigidas y apoyo psicopedagógico para fortalecer el aprendizaje de los alumnos en la Educación Básica Pública de Jipijapa, Fase III – 2025”.