Faculty Attitudes at Aqaba Marine College Toward the Inclusion of Students with Disabilities in the Educational Process

Abstract

Abstract

Inclusive education has gained immense attention globally; however, its implementation in the specialized fields of marine education remains unexplored. Faculty attitudes determine whether inclusive practices will make it or not. This study investigates faculty attitudes toward inclusive education at Aqaba Marine College, focusing on the influence of institutional support, training, and personal experiences. Using a mixed-method approach, Partial Least Squares Structural Equation Modeling (PLS-SEM) and descriptive analysis were employed to analyze data collected from 90 faculty members through a structured questionnaire.

Descriptive analysis revealed positive perceptions of institutional awareness campaigns (Mean = 4.15, SD = 0.80) and physical infrastructure support (Mean = 3.95, SD = 0.75), while gaps were observed in faculty involvement in policy-making (Mean = 3.00, SD = 1.15) and financial resource allocation (Mean = 3.10, SD = 1.10). Training programs were perceived as beneficial (Mean = 4.10, SD = 0.85), though faculty noted a lack of alignment with specific teaching contexts (Mean = 3.25, SD = 1.05).

The PLS-SEM analysis revealed significant positive relationships between institutional support (β = 0.45, p < 0.001) and attitudes toward inclusion, as well as training and professional development (β = 0.38, p < 0.001). Personal experiences moderately influenced attitudes (β = 0.28, p < 0.001). The model explained 52% of the variance in attitudes, indicating a moderate explanatory power.

These findings underscore the importance of targeted professional development, inclusive policy-making, and resource allocation in fostering inclusive education. The study offers actionable insights for educational policymakers and administrators aiming to enhance inclusivity in vocational education settings.