The Level of Awareness in Inclusive Education Among Government Universities in China

Abstract

It is important to note that although the Chinese government has implemented regulations to promote inclusive education, there is a large amount of variation in how these policies are actually implemented (Qu, 2024). In connection, there is a significant number of university faculty members and administrative staff members with limited awareness and training in how to serve students who have a variety of demands (Li and Ruppar, 2021). Therefore, the study aims to determine the level of awareness in inclusive education among government universities in China. The challenges of government school teachers in teaching inclusive education will also be analyzed for inputs in enhancement proposal.  The study will adopt Social Cognitive Theory because of its broad applicability within psychological disciplines and other fields such as education, business, and health. This theory may acquire a deeper understanding of the behavioral, cognitive, and environmental elements that influence educators' ability to adapt and successfully apply inclusive practices in classroom environments. The quantitative research approach will be applied with purposive sampling technique to which participants will be picked based on specified qualities that match with the aims of the study.