CLUSTERING ANALYSIS OF UKRAINIAN HIGHER EDUCATION INSTITUTIONS BY INCLUSIVITY LEVEL

Authors

DOI:

https://doi.org/10.20535/2410-8286.344901

Keywords:

social inclusion, higher education institutions (HEIs), inclusivity, cluster analysis, barrier-free education, wartime challenges, vulnerable student groups

Abstract

The aim of this study is to analyse the implementation of inclusive policies and practices in Ukrainian HEIs and to cluster them based on inclusivity levels. Data were collected from May to July 2025 using a structured questionnaire distributed via Google Forms to 821 respondents, including students, faculty, and administrative staff across various HEIs. A quantitative analysis of 34 closed-ended questions (Cronbach’s alpha = 0.944), followed by quartile-based cluster analysis using an aggregated inclusivity indicator (Pinc). The overall proportion of affirmative (“yes”) responses was 56.6%. Identified strengths include flexible learning formats, diverse methods for demonstrating knowledge, and quota systems for socially vulnerable groups. However, significant gaps exist in information accessibility for individuals with disabilities, faculty professional development in inclusive education, and the provision of adapted learning materials. Private and communal HEIs outperform state-owned institutions. Pedagogical HEIs lead with 67.1% of affirmative responses, followed by classical (59.7%), medical (55.2%), and technical (50.4%) institutions, reflecting sectoral differences. Clustering identified three groups based on inclusivity levels: low (Pinc ≤ 21), medium (21 < Pinc < 30), and high (Pinc≥ 30). These groups were influenced by funding, staff training, and monitoring systems. The findings justify targeted support for HEIs with low inclusivity scores and the dissemination of best practices from high-performing institutions. Policy priorities include increased funding for barrier-free environments and adapted materials, mandatory staff training, and national monitoring of inclusivity. Future research should develop longitudinal indicators and explore the impact of inclusive practices on the social integration and rehabilitation of veterans and displaced persons.

Downloads

Download data is not yet available.

Author Biographies

Svitlana Tsymbaliuk, Kyiv National Economic University named after Vadym Hetman

Professor, Doctor of Science,

Kyiv National Economic University named after Vadym Hetman,

Institute of Higher Education of the National Academy of Educational Sciences of Ukraine

Olena Orzhel, National Academy of Educational Sciences of Ukraine

Lead Researcher, Doctor of Sciences,

Institute of Higher Education of the National Academy of Educational Sciences of Ukraine

Nataliia Shofolova, National Academy of Educational Sciences of Ukraine

Associate Professor, PhD in Finance,

Institute of Higher Education of the National Academy of Educational Sciences of Ukraine

References

  1. Ainscow, M. (2020). Inclusion and equity in education: Making sense of global challenges. Prospects, 49(3), 123–134. https://doi.org/10.1007/s11125-020-09506-w
  2. Callan, E. (2020). Education in safe and unsafe spaces. Philosophical Inquiry in Education, 24(1), 64–78. https://doi.org/10.7202/1070555ar
  3. Castellano-Beltran, A., Carballo, R. & Moriña, A. (2025). Benefits and challenges of inclusive emerging technologies in universities: Analysis of the voice of students. Education and Information Technologies, 30, 14539–14559. https://doi.org/10.1007/s10639-025-13374-2
  4. Claeys-Kulik, A., Jørgensen, T., & Stöber, H. (2019). Diversity, equity and inclusion in European higher education institutions: Results from the INVITED project. European University Association. https://eua.eu/downloads/publications/web_diversity%20equity%20and%20inclusion%20in%20european%20higher%20education%20institutions.pdf
  5. Collins, A., Azmat, F., & Rentschler, R. (2018). ‘Bringing everyone on the same journey’: revisiting inclusion in higher education. Studies in Higher Education, 44(8), 1475–1487. https://doi.org/10.1080/03075079.2018.1450852
  6. Fernández-Batanero et al. (2022). Access and participation of students with disabilities: The challenge for higher education. International Journal of Environmental Research and Public Health, 19(19), Article 11918. https://doi.org/10.3390/ijerph191911918
  7. Filippou, K., Acquah, E. O., & Bengs, A. (2025). Inclusive policies and practices in higher education: A systematic literature review. Review of Education, 13, e70034. https://doi.org/10.1002/rev3.70034
  8. Gerdes, J., Goei, S. L., Huizinga, M., & de Ruyter, D. (2020). Creating an optimal environment for inclusive education: co-location and transformation in interdisciplinary collaboration. European Journal of Special Needs Education, 36(5), 700–714. https://doi.org/10.1080/08856257.2020.1786912
  9. Gonzalo, O. et al. (2024). Impact of the Quality of Life Supports Model on the inclusion of students with disabilities in higher education: A scoping review. Research in Developmental Disabilities, 154, 104850. https://doi.org/10.1016/j.ridd.2024.104850
  10. Hogenes, M. (2025). The Imperative of Inclusive Leadership for Excellent Teaching and Learning: A Needs Analysis for Dutch Primary, Secondary, and Higher Education. ETEN, 4. https://etenjournal.com/2025/03/04/the-imperative-of-inclusive-leadership-for-excellent-teaching-and-learning-a-needs-analysis-for-dutch-primary-secondary-and-higher-education-by-michel-hogenes/
  11. Hurenko, O. I., Mytsyk, H. M., Popova, A. S., & Lopatina, H. O. (2023). Vykorystannia tsyfrovykh tekhnolohii dlia realizatsii inkliuzyvnoi vyshchoi osvity: Perspektyvy ta obmezhennia [Utilising digital technologies for inclusive higher education: Perspectives and limitations]. Inkliuziia i suspilstvo, 2, 28–36. https://doi.org/10.32782/2787-5137-2023-2-4
  12. Iniesto, F., & Bossu, C. (2023). Equity, diversity, and inclusion in open education: A systematic literature review. Distance Education, 44(4), 694–711. https://doi.org/10.1080/01587919.2023.2267472
  13. Korkie, Y., Beyers, C. & Swanepoel, E. (2025). Teaching inclusive education: a contextual higher education analysis. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1445612
  14. Korthals Altes, T. et al. (2024). Higher education teachers’ understandings of and challenges for inclusion and inclusive learning environments: A systematic literature review. Educational Research Review, 43. https://doi.org/10.1016/j.edurev.2024.100605
  15. López-López, M. C., Romero-López, M. A., & Hinojosa-Pareja, E. F. (2022). School Management Teams in the Face of Inclusion: Teachers’ Perspectives. Journal of Research on Leadership Education, 19(1), 3-27. https://doi.org/10.1177/19427751221138875
  16. Magnússon, G., Göransson, K., & Lindqvist, G. (2019). Contextualizing inclusive education in educational policy: the case of Sweden. Nordic Journal of Studies in Educational Policy, 5(2), 67–77. https://doi.org/10.1080/20020317.2019.1586512
  17. Mapuya, M. (2025). Exploring the state of social inclusion in higher education: students’ phenomenological experience. Education. Innovation. Diversity, 1(10), 61-78. https://doi.org/10.17770/eid2025.1.8368
  18. Martinez-Acosta, V. G. & Favero, C. B. (2018). A Discussion of Diversity and Inclusivity at the Institutional Level: The Need for a Strategic Plan. Journal of Undergraduate Neuroscience Education, 16(3), 252-260.
  19. Martins, M. H., Borges, M. L., & Gonçalves, T. (2017). Attitudes towards inclusion in higher education in a Portuguese university. International Journal of Inclusive Education, 22(5), 527–542. https://doi.org/10.1080/13603116.2017.1377299
  20. McEwen, C. et al. (2024). Advancing inclusive practices in higher education: possibilities and limitations of a social justice professional development course. Studies in Continuing Education, 47(2), 457–473. https://doi.org/10.1080/0158037X.2024.2417072
  21. Milic Babic, M., & Dowling, M. (2015). Social support, the presence of barriers and ideas for the future from students with disabilities in the higher education system in Croatia. Disability & Society, 30(4), 614–629. https://doi.org/10.1080/09687599.2015.1037949
  22. Ministry of Education and Science of Ukraine (2022). Strategy for the development of higher education in Ukraine for 2022-2032. https://mon.gov.ua/storage/app/media/news/2022/04/15/VO.plan.2022-2032/Stratehiya.rozv.VO-23.02.22.pdf
  23. Moriña, A. (2017). Inclusive education in higher education: Challenges and opportunities. European Journal of Special Needs Education, 32(1), 7–21. https://doi.org/10.1080/08856257.2016.1254964
  24. Moriña, A., & Morgado, B. (2016). University surroundings and infrastructures that are accessible and inclusive for all: listening to students with disabilities. Journal of Further and Higher Education, 42(1), 13–23. https://doi.org/10.1080/0309877X.2016.1188900
  25. Morus, M. (2025). Osoblyvosti orhanizatsii inkliuzyvnoho navchannia u zakladakh vyshchoi osvity [Specifics of organizing inclusive education in institutions of higher education]. Visnyk Natsionalnoho universytetu “Chernihivskyi kolehium” imeni T. H. Shevchenka, 31, 65–69. https://epub.chnpu.edu.ua/jspui/handle/123456789/11200
  26. Nesterova, M., & Orzhel, O. (2023). Sotsialna inkliuziia yak chynnyk uspishnoi spivpratsi universytetiv ta hromad [Social inclusion as a factor in the successful collaboration of universities and communities]. Vyshcha osvita Ukrainy, 3, 43–52. https://doi.org/10.32782/NPU-VOU.2023.3(90).06
  27. Nikolaesku, I. et al. (2021). Pedagogical Management in Inclusive Process of the Educational Institution. Amazonia Investiga, 10(39), 77-84. https://doi.org/10.34069/AI/2021.39.03.7
  28. Núñez Nogueroles, E. E. & Freire, S. (2025). Non-teaching staff’s perceptions of accessibility and inclusion in Portuguese higher education institutions.
  29. Educação e Pesquisa, 51, e282784. https://doi.org/10.1590/S1678-4634202551282784en
  30. Oswal, N., Al-Kilani, M. H., Faisal, R., & Fteiha, M. (2025). A Systematic Review of Inclusive Education Strategies for Students of Determination in Higher Education Institutions: Current Challenges and Future Directions. Education Sciences, 15(5), 518. https://doi.org/10.3390/educsci15050518
  31. Pacheco, E., Yoong, P., & Lips, M. (2020). Transition issues in higher education and digital technologies: the experiences of students with disabilities in New Zealand. Disability & Society, 36(2), 179–201. https://doi.org/10.1080/09687599.2020.1735305
  32. Perera-Rodríguez, V. H., & Moriña Díez, A. (2017). Technological challenges and students with disabilities in higher education. Exceptionality, 27(1), 65–76. https://doi.org/10.1080/09362835.2017.1409117
  33. Rashid, A. A., & Wong, K. L. (2023). Challenges of implementing the individualized education plan (IEP) for special needs children with learning disabilities: Systematic literature review (SLR). International Journal of Learning, Teaching and Educational Research, 22(1), 15–34. https://doi.org/10.26803/ijlter.22.1.2
  34. Rome Ministerial Communiqué. (2020, November 19). URL: https://ehea2020rome.it/pages/documents (accessed 19 July 2025)
  35. Rosado-Castellano, F. et al. (2022). Inclusive education as a tool of promoting quality in education: Teachers’ perception of the educational inclusion of students with disabilities. Education Sciences, 12(7), Article 471. https://doi.org/10.3390/educsci12070471
  36. Salmi, J., & D’Addio, A. (2020). Policies for achieving inclusion in higher education. Policy Reviews in Higher Education, 5(1), 47–72. https://doi.org/10.1080/23322969.2020.1835529
  37. Severiens, S., Wolff, R., Van Herpen, S. (2013). Teaching for diversity: A literature overview and an analysis of the curriculum of a teacher training college. European Journal of Teacher Education, 37(3), 295-311. https://doi.org/10.1080/02619768.2013.845166
  38. Singal, N. et al., (2015). The impact of education in shaping lives: Reflections of young people with disabilities in Ghana. International Journal of Inclusive Education, 19(9), 908–925. https://doi.org/10.1080/13603116.2015.1018343
  39. Stentiford, L., Koutsouris, G. (2020). What are inclusive pedagogies in higher education? A systematic scoping review. Studies in Higher Education, 46(11), 2245-2261. https://doi.org/10.1080/03075079.2020.1716322
  40. Symeonidou, S. (2017). Initial teacher education for inclusion: A review of the literature. Disability & Society, 32(3), 401–422, https://doi.org/10.1080/09687599.2017.1298992
  41. Tirana Ministerial Communiqué. (2024, May 29–30). https://ehea2024tirane.al/wp-content/uploads/2024/05/Tirana-Communique.pdf
  42. Udych, Z. I., Shulha, I. M., & Dumska, T. O. (2025). Rozrobka ta vprovadzhennia stratehii inkliuzyvnoho rozvytku zakladu muzejnoho typu (kejs natsionalnoho zapovidnyka “Zamky Ternopillia”) [Development and implementation of the strategy for the inclusive development of a museum-type institution (case of the National Reserve “Zamky Ternopilla”)]. Inkliuziia i suspilstvo, 1, 55–67. https://doi.org/10.32782/2787-5137-2025-1-7
  43. Verkhovna Rada of Ukraine (2021). National Strategy for the Development of Barrier-Free Space in Ukraine for the period up to 2030, approved by the Decree of the President of Ukraine of 18.05.2021 № 210/2021. https://zakon.rada.gov.ua/laws/show/366-2021-%D1%80?find=1&text=%D0%BE%D1%81%D0%B2%D1%96%D1%82#w1_7
  44. Webb, S., & Thi Ngoc Ha, N. (2024). Advancing the social role of college-based higher education: a systematic literature review. Journal of Vocational Education & Training, 77(1), 9–35. https://doi.org/10.1080/13636820.2024.2426122
  45. Yusof, Y. et al. (2019). Improving inclusion of students with disabilities in Malaysian higher education. Disability & Society, 35(7), 1145–1170. https://doi.org/10.1080/09687599.2019.1667304
  46. Zabeli, N. et al. (2021). Towards the inclusion of students with special needs in higher education in Kosovo. Cogent Education, 8(1), 1–19. https://doi.org/10.1080/2331186X.2020.1859438
  47. Zorec, K., et al. (2022). A whole-campus approach to technology and inclusion of students with disabilities in higher education in Ireland. Disability & Society, 39(5), 1147–1172. https://doi.org/10.1080/09687599.2022.2114885

Downloads

Published

2025-12-31

How to Cite

Tsymbaliuk, S. . ., Orzhel, O., & Shofolova, N. (2025). CLUSTERING ANALYSIS OF UKRAINIAN HIGHER EDUCATION INSTITUTIONS BY INCLUSIVITY LEVEL. Advanced Education, 19(27), 124–146. https://doi.org/10.20535/2410-8286.344901

Issue

2025: Issue 27

Section

ARTICLES

License

Copyright (c) 2025 Світлана Цимбалюк, Olena Orzhel, Nataliia Shofolova. The image taken from a royalty-free source https://www.pexels.com

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

    1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).