Inclusion in higher education: institutional practices at Universidad Técnica de Machala, Ecuador

Abstract

Current higher education is characterized by an increasing plurality of students from diverse ethnic backgrounds, age groups, socioeconomic conditions, and disability statuses. Historically, these groups have faced greater conditions of vulnerability and exclusion. To promote inclusion, it is necessary to identify the strengths and barriers that may hinder the presence, participation, and progress of all students. In this context, the present study aims to identify the achievements and weaknesses found in the inclusive practices, culture, and policies of the Technical University of Machala (UTMACH), Ecuador. A quantitative study with a descriptive-exploratory design is presented. The participants were 15 members of the institution’s governing team, responsible for promoting inclusive educational policies, who completed a survey. Although the results show progress in equitable access, such as financial aid and physical accessibility, barriers persist regarding teacher training in inclusive strategies, while weaknesses in the transition-to-employment processes affect educational quality and future labor-market integration. It is therefore concluded that accessibility and universal design must be positioned as cross-cutting pillars for the development of institutional policies and practices.