Perceptions and attitudes of english teachers towards inclusive education Percepciones y actitudes de los profesores de inglés hacia la educación inclusiva

Resumen

This study explores the perceptions, attitudes, and experiences of English as a Foreign Language (EFL) teachers regarding inclusive education across different educational levels and institutional contexts in Ecuador. Adopting a qualitative, descriptive interpretative research design, data were collected through a focus group involving ten EFL teachers and an online survey administered to a broader group of English teachers from public, private, and higher education institutions. The study aimed to examine teachers’ conceptual understanding of inclusive education, their self-efficacy in adapting instruction, perceived challenges, institutional support, and the role of technology in inclusive English teaching. The findings indicate that participants generally hold positive attitudes toward inclusive education and demonstrate a solid theoretical understanding of its principles, aligned with national and international policy frameworks. However, results reveal a persistent gap between conceptual knowledge and the systematic implementation of inclusive practices in EFL classrooms. Teachers reported moderate confidence in adapting instruction, frequently relying on informal and reactive strategies rather than structured inclusive pedagogical planning. Major barriers identified include time constraints, large class sizes, limited access to resources, insufficient specialized support, and unequal access to technology. While technology was perceived as a valuable facilitator of inclusion, the digital divide remains a significant obstacle. The study concludes that strengthening inclusive EFL education in Ecuador requires sustained professional development, collaboration with specialists, stronger institutional support, and equitable access to technological and pedagogical resources. These measures are essential to bridge the gap between inclusive educational ideals and classroom realities across educational levels.