Inclusion at Ukrainian universities: a view from the inside

Inclusion at Ukrainian universities: a view from the inside | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article Inclusion at Ukrainian universities: a view from the inside Natalia Tsybuliak, Hanna Mytsyk, Yana Suchikova, Hanna Lopatina, and 3 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-3973705/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 04 Aug, 2024 Read the published version in Scientific Reports → Version 1 posted 11 You are reading this latest preprint version Abstract This study investigates the state of inclusivity in Ukrainian universities, focusing on the perceptions of university staff amid the country's ongoing sociopolitical transformations. By consulting 820 staff members from various professional roles, including academic, management, and support positions, this research explored inclusivity through diverse lenses, encompassing work experience, interactions with students with disabilities, and self-identification with vulnerable groups. The majority of respondents assessed a moderate to high level of inclusivity, indicating a positive overall outlook on inclusive practices within these institutions. Notably, perceptions of inclusivity vary slightly across different professional roles, with academic staff expressing a marginally lower level of perceived inclusivity than their counterparts. However, these variations are not statistically significant, suggesting a broadly uniform perception across staff categories. Furthermore, the study revealed that personal experience in working with students with disabilities does not substantially alter staff perceptions of inclusivity. Similarly, self-identification with vulnerable groups only marginally influences these perceptions. This suggests that while individual experiences and identities are factors in inclusivity perceptions, their impact is not profoundly different. This research contributes to the understanding of inclusivity in higher education, particularly within environments undergoing significant social and political changes. Biological sciences/Psychology/Human behaviour Earth and environmental sciences/Environmental social sciences/Sustainability Figures Figure 1 Figure 2 Figure 3 Figure 4 Introduction In recent years, the concept of inclusion in education has become an important topic in educational discourse around the world. Researchers consider various aspects of policy and strategic directions for the development of inclusive education. It emphasizes the importance of providing quality and affordable education, which allows each person to realize his right to a full, economically independent life through education and profession [ 1 ], defining the essence of inclusive education [ 2 , 3 ]; and limiting pedagogical practice [ 4 ]. Additionally, it offers an index of inclusion – a tool for assessing and promoting the achievement of inclusiveness in educational institutions, revealing the social, political, economic and cultural contexts that determine the possibility of implementing inclusive education in different regions and countries of the world [ 5 , 6 , 7 ], and pointing to the need to ensure social and digital equality in higher educational institutions (HEIs) [ 8 , 9 ]. The policy of guaranteeing the availability of education based on diversity, justice and inclusiveness was also reflected in higher education. Some scientific publications highlight specific proposals for the introduction and implementation of inclusive education in HEIs [ 10 , 11 ]; methodological aspects of building an inclusive HEI environment based on the principles of universal design [ 12 , 13 , 14 ]; focusing on the role of management and teachers in creating an inclusive environment in HEIs [ 15 , 16 ]; and on increasing the level of professional competence of future teachers to work with representatives of vulnerable groups, and effective ways of professional training [ 17 , 18 , 19 ]. The implementation of inclusive practices in higher education is especially important for countries experiencing social and political transformations as a result of military conflicts [ 20 , 6 ]. This topic is also relevant to Ukraine [ 5 , 6 ]. The impact of war on education is difficult to overestimate. It leads to significant human losses [ 21 , 22 , 23 ], student outflow [ 24 , 25 ], displacement [ 20 , 21 , 22 , 26 ] and increased diversity in HEIs [ 27 , 28 ]. Under such circumstances, among the priority areas of activity of HEIs is the inclusivity of a university environment where everyone feels included and valued, including representatives of vulnerable groups (persons with disabilities [ 29 , 30 ]; participants in armed conflicts [ 31 , 32 ]; refugees and internally displaced persons [ 20 , 33 , 34 ]; people with learning disabilities [ 35 , 36 ]; minority students [ 37 , 38 ]; and underrepresented groups [ 39 ]). This creates the necessary conditions for them to obtain high-quality higher education. The above discussion highlights the difficulty of creating inclusivity as an environment for HEIs where everyone feels included and valued. This issue was particularly acute before Ukraine, which is in the process of active reforms and adaptation to modern challenges, particularly the ongoing war and its consequences. The study aims to investigate the level of inclusivity within universities in Ukraine during wartime from the perception and assessment of university staff. Additionally, the study seeks to understand whether it is influenced by certain factors, such as the professional role of the staff, their experience working in universities, their experience working with students with disabilities, and their identification with representatives of vulnerable groups. Results A total of 820 university staff members participated (Table 1 ). The study involved a diverse group of Ukrainian university staff, characterized by a range of professional roles and experiences. The majority of the participants were academic staff, comprising 76.8% of the group. Management and support staff were also represented, accounting for 9.1% and 14.0%, respectively, of the sample, contributing to a comprehensive view of the university workforce. Table 1 Diversity and professional characteristics of survey participants. Variable Subcategory N % Professional role Management staff 75 9,1 Academic staff 630 76,8 Support staff 115 14,0 Academic position Professor 113 13,8 Associate Professor 344 42 Senior Lecturer 126 15,4 Assistant 45 5,5 Other staff 192 23,4 Identification with representatives of a vulnerable group (multiple answers are possible) Person with disabilities 35 3,6 Ethnic minorities representative 8 0,8 Person with low socioeconomic status 19 2,0 Gender nonconforming person (transgender, nonbinary, etc.) 1 0,1 Person with war or victim experience 26 2,7 Person with traumatic events or disasters experience 88 9,2 Refugee 30 3,1 Internally displaced person 191 19,9 Person hailing from diverse geographic areas (e.g., rural youth) 21 2,2 Member of sexual minorities (LGBTQ+) 7 0,7 Older adult embraces lifelong learning 9 0,9 Person resuming professional activity after a prolonged break 12 1,3 Person from unprotected groups (minimal or no family support, mental health issues, pregnancy, inability to allocate sufficient time due to the necessity of earning a livelihood through work or providing care for someone) 15 1,6 With none 448 46,7 Work experience in universities 0–5 years 179 21,8 6–10 years 70 8,5 11–20 years 213 26,0 21–25 years 142 17,3 26–30 years 77 9,4 over 30 years 139 17,0 Experience working with students with disability I have 323 39,4 I don’t have 497 60,6 In terms of academic positions, the group included a mix of professors, associate professors, senior lecturers, assistants, and other staff, with associate professors being the most prevalent at 42%. This distribution suggests a significant representation of mid-career academic professionals in Ukrainian HEIs. Table 1 shows the diverse backgrounds of the participants, with notable representation from various vulnerable groups. The notable categories included internally displaced persons (19.9%) and persons with traumatic events or disaster experiences (9.2%), reflecting the current sociopolitical context in Ukraine. However, some groups, such as ethnic minorities and sexual minorities, have very low representation (0.8% and 0.7%, respectively). Additionally, a significant number of respondents did not identify with any listed group (46.7%). Work experience in HEIs among the survey participants varied widely, from those with less than five years of experience to those with more than three decades of experience, reflecting a blend of emerging perspectives and seasoned expertise in the HEIs. A noteworthy aspect of the study was the varying levels of experience working with students with disabilities. A significant majority of the staff (60.6%) do not have such experience, which could highlight a potential area for development in terms of inclusive education and support. Table 2 shows a summary of the assessment of the level of inclusivity of Ukrainian universities by staff (e.g., management, academic, and support staff). According to the results of a statistical analysis, a high level of inclusivity was the most prevalent among all staff, with 47.8% of the total responses falling into this level. Approximately 46.3% of the staff, members reported a moderate level of inclusivity. Only a small fraction of the staff, approximately 5.9%, perceive a minimum level of inclusivity in Ukrainian universities. Table 2 Comprehensive assessment of the level of inclusivity in Ukrainian universities. Level of inclusivity in HEIs Staff of HEIs, all groups N % Minimum 48 5.9 Moderate 380 46.3 High 392 47.8 Total 820 100.0 Although the general assessment of inclusivity among the staff at Ukrainian universities appears positive – the majority reporting moderate to high levels of inclusivity – disparities emerge when dissecting the data by professional role. As delineated in Fig. 1 , 49.3% of the management staff and 47.0% of the academic staff categorized the level of inclusivity as moderate. A significant deviation is observed among support staff, where a substantial majority (56.5%) perceive the level of inclusivity to be high. Academic staff, who are integrally involved in the direct educational process and research activities, report a lower level of inclusivity perception (6.8%) compared to their colleagues from other professional groups (2.7% among management and 2.6% among support staff). The assessment of inclusivity levels at Ukrainian universities may be influenced by factors such as staff members’ work experience at universities (Table 2 ). Figure 2 shows that the highest proportion of staff members who perceived inclusivity at a high level was among those with the least work experience (0–5 years), suggesting that newer staff may perceive the university environment as more inclusive. As the years of experience increase, there is a notable shift toward a moderate assessment of inclusivity, peaking with those having 11–20 years of experience. Staff with 26–30 years and more than 30 years of experience had a greater tendency to assess inclusivity at a high level than those with 6–25 years of experience. The percentage of staff assessment of inclusivity at the minimum level is relatively stable across all experience levels, with no significant increases or decreases. In conclusion, while the assessment of inclusivity varies somewhat by the number of years of experience working in universities, there is not a clear linear trend across the categories. Most notably, staff with the least (0–5 years) and the most (over 26 years) experience tend to perceive a greater level of inclusivity than those with midrange experience (6–25 years). This could imply that both new entrants and highly experienced staff view their universities as more inclusive than those in the middle of their careers. In addition, the study predicted that staff's experience working with specific groups of diverse students, such as those with disabilities, may also be a factor influencing the assessment of the level of inclusivity at universities. Among the survey respondents, 60.1% reported no experience working with these diverse student groups, while 39.9% had relevant experience. Figure 3 illustrates that the percentage of staff members who assessed inclusivity at a high level was comparable regardless of their experience with students with disabilities (46.7% with experience vs. 48.5% without). Staff with experience are slightly more likely to assess inclusivity as moderate (47.1%) than are those without experience (45.9%). Notably, a marginally greater percentage of experienced staff assessed inclusivity as a minimal level (6.2%) than did their inexperienced counterparts (5.6%). In conclusion, having experience working with students with disabilities does not significantly change the assessment of the level of inclusivity among staff. Both groups – those with and without experience – have a similar distribution of perceptions across the minimum, moderate, and high categories, with a slightly greater inclination toward a moderate and high assessment of inclusivity. Also, it was investigated how staff members self-identification with a vulnerable group affects their assessment of the level of inclusivity in Ukrainian universities, anticipating that this factor could significantly influence their overall perception of inclusivity. Figure 4 shows a slightly greater percentage of staff not identifying with a vulnerable group who perceive the level of inclusivity as minimal (6.5%) than those who do identify (5.1%). The percentages of staff members who assessed inclusivity at a moderate level were similar for both groups (46.0% for those who identified with a vulnerable group and 46.7% for those who did not). A slightly greater percentage of staff who identify with a vulnerable group perceive the level of inclusivity as high (48.9%) than do those who do not identify with a vulnerable group (46.9%). Overall, the differences in the assessment of inclusivity between staff who identify with a vulnerable group and those who do not are relatively small. However, staff members who identify with a vulnerable group are slightly more likely to assess inclusivity at a high level. Conversely, staff who do not identify with such groups are marginally more inclined to perceive the minimum level of inclusivity. These findings could suggest that personal identification with a vulnerable group might influence the assessment of inclusivity, with those who identify with such groups possibly feeling more included or being more aware of inclusivity measures. However, the differences are not stark, which indicates a relatively uniform perception of inclusivity across both groups. For a more in-depth analysis of the dependence of the assessment of the level of inclusivity in Ukraine universities by staff according to self-identification with a certain diverse group, combinational grouping was used (Table 3 ). The data indicated that the specific experiences and identities of individuals within vulnerable groups have varying impacts on how they assess inclusivity within the university setting. These groups include elderly individuals, individuals with low socioeconomic status, migrants, people from various geographical regions, and those who have experienced war or victims. Among these categories, there is a greater proportion of staff who rate the level of inclusivity as minimal. Table 3 Associations between inclusivity and self-identification in diverse groups. Variable Subcategory Level of inclusivity, % Minimal Moderate High Identification with representatives of a vulnerable group (multiple answers are possible) Person with disabilities 2.9 42.9 54.3 Ethnic minorities representative 0.0 50.0 50.0 Person with low socioeconomic status 10.5 47.4 42,1 Gender nonconforming person (transgender, nonbinary, etc.) 0.0 0.0 100.0 Person with war or victim experience 7.7 65.4 26,9 Person with traumatic events or disasters experience 4.5 51.1 44.3 Refugee 10.0 56.7 33.3 Internally displaced person 3.7 42.4 53.9 Person hailing from diverse geographic areas (e.g., rural youth) 9.5 47.6 42.9 Member of sexual minorities (LGBTQ+) 0.0 57.1 42.9 Older adult 22.2 33.3 44.4 Person resuming professional activity after a prolonged break 0.0 50.0 50.0 Person from unprotected groups 0.0 80.0 20.0 With none 6.5 46.7 46.9 The results of the chi-square test were used to examine the relationship between variable factors and assessment of the level of inclusivity at Ukrainian universities (Table 4 ). Table 4 Association between the assessment of inclusivity and staff characteristics. Factors Chi-square tests Methods Value Df Asymp. Sig Professional role Pearson chi-square 7.502* 4 0.112 Likelihood ratio 8.260 4 0.083 Linear-by-linear Association 1.854 1 0.173 Work experience in universities Pearson chi-square 6.924** 10 0.733 Likelihood ratio 7.030 10 0.723 Linear-by-linear Association 0.085 1 0.771 Experience working with students with disability Pearson chi-Square 0.288*** 2 0.866 Likelihood ratio 0.287 2 0.866 Linear-by-linear Association 0.287 1 0.592 Identification with representatives of a vulnerable group Pearson chi-Square 0.847 **** 2 0.655 Likelihood ratio 0.853 2 0.653 Linear-by-linear Association 0.657 1 0.418 * 1 cell (11,1%) has an expected count less than 5. The minimum expected count is 4.39. ** 2 cells (11,1%) have an expected count less than 5. The minimum expected count is 4.10. *** 0 cells (0,0%) have an expected count less than 5. The minimum expected count is 18.91. **** 0 cells (0,0%) have an expected count less than 5. The minimum expected count is 21.78. *****0 cells (0,0%) have expected count less than 5. The minimum expected count is 7.79. For the factors (professional role, work experience at universities, experience working with students with disabilities, and identification with representatives of a vulnerable group), none of the chi-square tests show a statistically significant association with the assessment of inclusivity at Ukrainian universities. Based on these tests, these factors do not significantly influence how inclusivity is assessed in universities. Discussion Based on data collected from a representative sample of higher education representatives in Ukraine, this research revealed a high level of assessment of inclusivity in universities from management to academic and support staff. It is particularly significant in the context of relatively recent initiatives to integrate inclusive practices into the country's higher education system and the ongoing war. The results underscore the effectiveness of various approaches to policy and practice to enhance overall inclusivity levels in universities [ 40 , 41 ] and the importance of comprehensive university strategies for preparing faculty to work in inclusive environments [ 42 , 43 ]. Interestingly, the results of this study contrast with the experiences of other countries where significant integration challenges exist despite the long-standing implementation of inclusive practices [ 41 ]. Differences in the perceptions and implementations of inclusive policies may be attributed to variations in countries' historical, cultural, and political contexts. In the context of Ukraine, particularly against the ongoing war, there is an increasing need for more flexible and inclusive programs to meet the diverse needs of student groups [ 44 ]. Furthermore, the increasing number of vulnerable groups of students requires the adaptation of curriculums to cater to their needs. This underscores the growing demand for inclusive education tailored to diverse student needs in different contexts [ 45 ], and highlights the need for further analysis and the development of effective strategies aimed at implementing inclusive practices that accommodate the needs of various student and staff groups in universities. In the context of the current situation in Ukraine, the research results established that such factors as professional role, experience working in universities, experience working with students with disabilities, and identification with representatives of a vulnerable group do not have a significant impact on the assessment of the inclusivity of the university environment during wartime. First, the obtained findings differ from those of studies, which indicate differences in the perception of inclusivity based on professional roles [ 41 , 46 ]. Usually, this is attributed to the fact that academic staff, who interact closely with students, are more familiar with the challenges and barriers faced by students and, as a result, may critically evaluate inclusive measures. Faculty members' concerns about their preparedness for working in diverse environments and practical concerns [ 43 , 47 ]. Within the framework of this research, we identified some differences in the perception of inclusivity depending on the professional roles of university staff. Particularly, academic staff assess the level of inclusivity lower than management or support staff representatives. But in fact, this factor was not statistically significant. Secondly, the results also indicate that direct experience working with students with disabilities does not always change the overall assessment of inclusivity. This fact may point to the complexity of the interaction between experience and the perception of inclusivity [ 48 ]. As mentors and advisors, academic staff may encounter specific challenges with students with special educational needs, increasing their awareness of inclusion issues. However, this can also lead to an acknowledgement of existing barriers and shortcomings in the system, which, in turn, may contribute to a perception of lower inclusivity [ 49 , 50 ]. Thirdly, the experience of working at a university also does not significantly affect the assessment of the inclusivity of the university environment. However, according to other research, staff's attitudes towards students from vulnerable groups correlate with teaching experience and frequency of communication with a specified category of persons [ 15 , 42 ]. The researchers' findings prove that teaching experience affects the understanding of inclusiveness more than age [ 15 ]. They emphasize that commitment to inclusion is more common among professors developing their professional careers (with experience between 6 and 15 years) [ 15 ]. This research also enhances the understanding of the relationship between identity and inclusivity. For instance, individuals with disabilities and gender nonconforming individuals perceive inclusivity more positively in Ukrainian universities than in other groups. These findings suggest that these directions work better in the practice of Ukrainian universities and demonstrate that different experiences and identities influence the perception of inclusive practices. These findings complement the discourse on identity and inclusivity, as also explored in the works Museus and Griffin [ 51 ], who analyzed the intersection of personal and professional identities. But in fact, this factor was not statistically significant. Nevertheless, it is essential to emphasize that, despite these slight differences, the overall assessment of inclusivity remains relatively consistent among various staff groups regardless of such factors as professional role, experience working in universities, experience working with students with disabilities, and identification with representatives of a vulnerable group. Such unexpected research results may be a consequence of the transformative processes in the higher education system that are occurring due to the ongoing war in Ukraine [ 5 , 21 , 52 ]. Given the challenges universities face, ensuring an inclusive environment is one of the effective approaches to ensuring the continuity of the higher education system. The issue of educational losses and maintaining the student body deserves special attention [ 53 , 54 ]. The war has led to the mass evacuation of students due to the inability to continue full-fledged education due to combat actions or missile attacks [ 54 ]. This has created additional burdens on displaced students. Many of them were forced to earn a living while continuing their education. Due to the war, as noted in the research by Novomlynets et al., Ukrainian HEIs have lost a portion of potential applicants, and there is a high likelihood that a significant portion of forced migrants may choose to continue their studies abroad in foreign HEIs [ 54 ]. According to Khaniukov et al., educational losses are also caused by issues such as security issues during the educational process, the emotional state of students, instability/lack of internet connection, power blackout, and being in different time zones [ 53 ]. The wartime made university staff members change a lot their culture, politics and practices: widen the methods of distance learning, differentiate the individual studying, use different methods to avoid panic attacks during air alarms, often blackouts in almost all regions of Ukraine, provide online studying to supply educational service even in the war time to save the university structure, the working positions, to prevent scientific potential being destroyed [ 55 ]. In this aspect, an inclusive approach supported equal higher education access in the crisis period, addressing both immediate needs and long-term prospects for Ukraine's recovery and development. Conclusion This study explores inclusivity in Ukrainian HEIs, revealing nuanced assessment among management, academic, and support staff. The findings indicate a generally positive assessment of inclusivity, with most respondents identifying a moderate to high level of inclusiveness in their universities. This is a significant observation, especially given the complex sociopolitical landscape in Ukraine, which includes the ongoing war and its profound impact on the educational sector. The study’s outcomes highlight the importance of inclusivity in universities, not only as a theoretical concept but also as a practical necessity. The data reflect the commitment of Ukrainian universities to fostering an environment where diverse groups, including those from vulnerable backgrounds, feel valued and supported. This commitment is pivotal in the context of Ukraine, where the upheaval caused by war and displacement underscores the need for education systems that are adaptable, resilient, and inclusive. However, disparities in the assessment of inclusivity based on professional roles suggest the need for a more nuanced approach to culture, policy, and practice. Academic staff members’ assessment of inclusivity is relatively lower than that of management and support staff, underscoring the importance of engaging all university personnel in developing and implementing inclusivity strategies. This engagement could lead to a more uniform understanding and application of inclusion. In conclusion, this research underscores the critical role of inclusivity in higher education, especially in contexts marked by social and political challenges and transformation. The insights gained from this study contribute valuable knowledge to the ongoing discourse on educational inclusivity and provide actionable guidance for policymakers and educators. As HEIs worldwide continue to grapple with the challenges of creating truly inclusive environments, the lessons learned from the Ukrainian context offer a unique perspective on resilience and adaptability in the face of adversity. Limitations A notable limitation of this study is the potential for selection bias in the sample. Since the survey was distributed via email and participation was voluntary, it is possible that those who chose to respond may not be representative of the broader population of Ukrainian university staff. This self-selection could mean that the respondents have a particular interest in or awareness of issues related to inclusion, which might skew the results. Moreover, self-reports and retrospective data collection methods cannot exclude possible social desirability response errors. Additionally, the inability to determine the study's response rate due to the unknown number of people who viewed the online invitation further complicates the assessment of the representativeness of the sample. Methods Study design and data collection This study is cross-sectional analytical research. The data were collected through an online survey. Before the main study, 15 university staff members were engaged in a pilot test to check for clarity in the questions and to ensure that the survey could be completed within an estimated 22 minutes. The study was carried out between November and December 2023. For data collection, a questionnaire was distributed to staff members of Ukrainian universities via email, via Google Forms. Participation was anonymous and voluntary throughout the study period. Before their involvement, participants received information regarding the objectives and nature of the research, and their informed consent was obtained. However, we were unable to assess the number of people who viewed the online invitation; therefore, we could not determine the study's response rate. The inclusion criterion was staff working at Ukrainian universities. Any questionnaires that were not fully completed were excluded from the study, as was the data from the pilot test. This exclusion criterion ensured the analysis was based on complete and relevant data. Measures The online survey was a questionnaire that took 20 to 25 minutes to complete. The survey consisted of two sections: (a) diversity and professional characteristics and (b) measurements. In the first section, data on the participants' professional backgrounds were collected. This encompassed factors such as professional roles, academic positions, diversity identification, work experience, and experience with persons with disabilities among staff in HEIs. These data are valuable for understanding the composition and experiences of those working in HEIs with diverse groups of students. The second section included a questionnaire for university staff about inclusivity in HEIs as a process associated with the participation of all persons in creating a comfortable, safe, barrier-free, friendly inclusive environment that takes into account the needs of diverse student groups, including vulnerable individuals. The Inclusion Index of Booth and Ainscow was taken as a foundation for the questionnaire [ 56 , 57 , 58 ]. It was modified and adapted according to the specifics of higher education and Ukrainian realities. The questionnaire comprises 56 items and measures the expected inclusive culture, policies and practices in HEIs based on the seven areas of the Index. The categorization of statements for assessment in the study was organized into three sections. The “Inclusive Culture” dimension included statements related to building a community (8 items) and promoting inclusive values (7 items). The “Inclusive Policies” dimension included statements focusing on the openness of the university to everyone (10 items) and support for diversity (14 items). Finally, the “Inclusive Practices” dimension included statements about the adaptation of curricula and courses (5 items), engagement in learning (8 items), and availability of resources (5 items). To gauge the responses to these items, a six-point Likert scale was utilized, ranging from “Strongly disagree” (1) to “Strongly agree” (6). According to this scale, based on the sum of points the threshold values were set for three levels: “Minimum” level: sum of points from 0 to 125 points; “Moderate” level: sum of points from 126 to 209 points; and “High” level: sum of points from 280 to 336 points. Statistical analysis The data generated through Google Forms was downloaded into an Excel spreadsheet and imported into the SPSS® software (Statistical Package for the Social Sciences) for analysis. Before loading into SPSS, a logical control of the empirical base was carried out. According to the data control results, one respondent's answers were removed. Data control consisted of comparing the answers to one of the key research questions: “Do you identify yourself with the representatives of a certain (vulnerable) group?”. The respondent had the opportunity to choose several answer options for belonging to vulnerable groups or to indicate that he does not belong to such groups. In one observation (No. 211), all the proposed options were specified, which gave grounds for removing it from further statistical analysis. The statistical analysis of the relationship between variable factors and assessment of the level of inclusivity at Ukrainian universities was carried out using non-parametric analysis methods, particularly Chi-square tests (Pearson chi-square) which do not require a normal data distribution. The strength of a statistically significant relationship was assessed using Cramer's V coefficients. We conducted separate analyses to determine whether professional roles, identification with representatives of a vulnerable group, work experience, and experience working with students with disability in HEIs had an influence on the assessment of the level of inclusivity at Ukrainian universities. The assumptions required for performing the Chi-square test were checked: the independent variables consisted of two or more categorical groups, including “Professional roles” (divided into three groups: management, academic staff, and support staff); “Work experience” (divided into six groups: 0–5 years; 6–10 years; 11–20 years; 21–25 years; 26–30 years; over 30 years); “Experience working with students with disability” (divided into two groups: yes, no); “Identification with representatives of a vulnerable group” (divided into two groups: yes, no). The dependent variables were measured at low, moderate, and high assessments of the inclusivity levels at Ukrainian universities. There was no relationship between observations within or between the groups, indicating that the samples were independent. Hypothesis H0 was accepted, indicating that the independent variables “Professional roles”, ‘Work experience”, “Experience working with students with disability”, and “Identification with representatives of a vulnerable group” do not have an influence on the assessment of the level of inclusivity at Ukrainian universities. Declarations Data availability statement The data sets used and/or analysed during the current study are available from the corresponding author on reasonable request. Funding This publication results from the research "Design of inclusive education environment of higher education institution". The National Research Fund of Ukraine provided funding; grant number 2022.01/0010. Acknowledgments The research teams acknowledge the Armed Forces of Ukraine for providing safety during their research and credit their perseverance and courage for making this possible. Author contributions statement The conceptualization was made by N.T. and Y.S. The methodology was developed by A.P. and H.L. The data were curated by N.T., O.H. and O.H. The original draft was written by N.T., H.M. and A.P. The writing, review and editing were performed by Y.S. and H.L. All the authors read and approved the final manuscript. Competing Interests Statement The authors declare that there are no conflicts of interest related to the conduct of this study. Ethical considerations In carrying out this study, all methods and procedures were rigorously aligned with pertinent guidelines and regulations. We confirmed that the study was performed in accordance with Declaration of Helsinki. 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Implementation of the European experience of social inclusion in the training of specialists of a socio-economic profile (Ukrainian context). In SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference (Vol. 1, pp. 47–56); https://doi.org/10.17770/sie2022vol1.6876 (2022, May). Mora, A. M. M., Chiva, I. & Lloret-Catala, C. Faculty Perception of Inclusion in the University: Concept, Policies and Educational Practices. Soc. Incl., 9(3), 106–116; https://doi.org/10.17645/si.v9i3.4114 (2021). Palmer, R. T., Maramba, D. C. & Holmes, S. L. A contemporary examination of factors promoting the academic success of minority students at a predominantly White university. J. Col.l Student. Retent. Res. Theory Pract. 13(3), 329–349; https://doi.org/10.2190/CS.13.3.d (2011). Sachs, D. & Schreuer, N. Inclusion of Students with Disabilities in Higher Education: Performance and participation in student's experiences. Disabil. Stud. Q. 31(2). https://doi.org/10.18061/dsq.v31i2.1593 (2011). Algolaylat, A. S., Alodat, A. M., Muhidat, M. A. & Almakanin, H. A. Perspectives of Students with Disabilities on Inclusive Education Challenges in Higher Education: A Case Study of a Jordanian University. TEM Journal. 406–413. https://doi.org/10.18421/tem121-50 (2023). Museus, S. D., & Griffin, K. A. Mapping the margins in higher education: On the promise of intersectionality frameworks in research and discourse. New Dir. Inst. Res. 151, 5–13; https://doi.org/10.1002/ir.395 (2011). Greshta, V., Shylo, S., Korolkov, V., Kulykovskyi, R. & Kapliienko, O. Universities in times of war: Challenges and solutions for ensuring the educational process. Probl. Perspect. Manag. 21(2-si), 80–86; https://doi.org/10.21511/ppm.21(2-si).2023.10 (2023). Khaniukov, O. O., Smolianova, O. V., & Shchukina, O. S. Distance learning during the war in Ukraine: experience of Internal Medicine department (organisation and challenges). Art. Med. 134–138 (2022). Novomlynets, O., Marhasova, V., Tkalenko, N., Kholiavko, N., & Popelo, O. Northern outpost: Chernihiv Polytechnic National University in the conditions of the Russia-Ukrainian war. Probl. Perspect. Manag. 21(2-si), 31–39; https://doi.org/10.21511/ppm.21(2-si).2023.05 (2023). Marchenko, T. Higher education during the war time in Ukraine. Sci. J. Polonia. Univ. 59(4); https://orcid.org/0000-0002-2694-5315 (2023). Salceda, M. & Ibáñez, A. Adapting the "Index for Inclusion" to the higher education sector: a preliminary study. [Adaptación del" Index for Inclusion" al ámbito de la educación superior: estudio preliminar]. Intang. cap. 11(3), 508–545 (2015). Solis-Grant, M. J. et al . Inclusion at universities: Psychometric properties of an inclusive management scale as perceived by students. PLoS one, 17(1), e0262011. https://doi.org/10.1371/journal.pone.0262011 (2022). Márquez, C. et al. Evaluation of Inclusion in Higher Education Through Indicators. 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19:19:51","extension":"jpeg","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":153218,"visible":true,"origin":"","legend":"\u003cp\u003eAssessment of inclusivity in Ukrainian universities by staff depending on work experience\u003c/p\u003e","description":"","filename":"floatimage2.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-3973705/v1/cec6a98a6dfc5e94e4cbdd42.jpeg"},{"id":52453198,"identity":"be9867d0-c4ee-42dd-8495-d4c48d16e994","added_by":"auto","created_at":"2024-03-11 19:19:51","extension":"jpeg","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":97572,"visible":true,"origin":"","legend":"\u003cp\u003eAssessment of inclusivity in Ukrainian universities by staff based on experience working with students with 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Researchers consider various aspects of policy and strategic directions for the development of inclusive education. It emphasizes the importance of providing quality and affordable education, which allows each person to realize his right to a full, economically independent life through education and profession [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e], defining the essence of inclusive education [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]; and limiting pedagogical practice [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. Additionally, it offers an index of inclusion \u0026ndash; a tool for assessing and promoting the achievement of inclusiveness in educational institutions, revealing the social, political, economic and cultural contexts that determine the possibility of implementing inclusive education in different regions and countries of the world [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e], and pointing to the need to ensure social and digital equality in higher educational institutions (HEIs) [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe policy of guaranteeing the availability of education based on diversity, justice and inclusiveness was also reflected in higher education. Some scientific publications highlight specific proposals for the introduction and implementation of inclusive education in HEIs [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]; methodological aspects of building an inclusive HEI environment based on the principles of universal design [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]; focusing on the role of management and teachers in creating an inclusive environment in HEIs [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]; and on increasing the level of professional competence of future teachers to work with representatives of vulnerable groups, and effective ways of professional training [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe implementation of inclusive practices in higher education is especially important for countries experiencing social and political transformations as a result of military conflicts [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. This topic is also relevant to Ukraine [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. The impact of war on education is difficult to overestimate. It leads to significant human losses [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e], student outflow [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e], displacement [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e] and increased diversity in HEIs [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. Under such circumstances, among the priority areas of activity of HEIs is the inclusivity of a university environment where everyone feels included and valued, including representatives of vulnerable groups (persons with disabilities [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]; participants in armed conflicts [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]; refugees and internally displaced persons [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e]; people with learning disabilities [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e]; minority students [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e]; and underrepresented groups [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e]). This creates the necessary conditions for them to obtain high-quality higher education.\u003c/p\u003e \u003cp\u003eThe above discussion highlights the difficulty of creating inclusivity as an environment for HEIs where everyone feels included and valued. This issue was particularly acute before Ukraine, which is in the process of active reforms and adaptation to modern challenges, particularly the ongoing war and its consequences. The study aims to investigate the level of inclusivity within universities in Ukraine during wartime from the perception and assessment of university staff. Additionally, the study seeks to understand whether it is influenced by certain factors, such as the professional role of the staff, their experience working in universities, their experience working with students with disabilities, and their identification with representatives of vulnerable groups.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eA total of 820 university staff members participated (Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e). The study involved a diverse group of Ukrainian university staff, characterized by a range of professional roles and experiences. The majority of the participants were academic staff, comprising 76.8% of the group. Management and support staff were also represented, accounting for 9.1% and 14.0%, respectively, of the sample, contributing to a comprehensive view of the university workforce.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDiversity and professional characteristics of survey participants.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSubcategory\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eProfessional role\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eManagement staff\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e9,1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAcademic staff\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e630\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e76,8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSupport staff\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e115\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e14,0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eAcademic position\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eProfessor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e113\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e13,8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAssociate Professor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e344\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSenior Lecturer\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e126\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e15,4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAssistant\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5,5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOther staff\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e192\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e23,4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"13\" rowspan=\"14\"\u003e \u003cp\u003eIdentification with representatives of a vulnerable group\u003c/p\u003e \u003cp\u003e(multiple answers are possible)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePerson with disabilities\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e3,6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEthnic minorities representative\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0,8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePerson with low socioeconomic status\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2,0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGender nonconforming person (transgender, nonbinary, etc.)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0,1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePerson with war or victim experience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2,7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePerson with traumatic events or disasters experience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e88\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e9,2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRefugee\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e3,1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eInternally displaced person\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e191\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e19,9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePerson hailing from diverse geographic areas (e.g., rural youth)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2,2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMember of sexual minorities (LGBTQ+)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0,7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOlder adult embraces lifelong learning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0,9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePerson resuming professional activity after a prolonged break\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1,3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePerson from unprotected groups (minimal or no family support, mental health issues, pregnancy, inability to allocate sufficient time due to the necessity of earning a livelihood through work or providing care for someone)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1,6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWith none\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e448\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e46,7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eWork experience in universities\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0\u0026ndash;5 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e179\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e21,8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e6\u0026ndash;10 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e70\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e8,5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e11\u0026ndash;20 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e213\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e26,0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e21\u0026ndash;25 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e142\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e17,3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e26\u0026ndash;30 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e77\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e9,4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eover 30 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e139\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e17,0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eExperience working with students with disability\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI have\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e323\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e39,4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI don\u0026rsquo;t have\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e497\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e60,6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eIn terms of academic positions, the group included a mix of professors, associate professors, senior lecturers, assistants, and other staff, with associate professors being the most prevalent at 42%. This distribution suggests a significant representation of mid-career academic professionals in Ukrainian HEIs. Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e shows the diverse backgrounds of the participants, with notable representation from various vulnerable groups. The notable categories included internally displaced persons (19.9%) and persons with traumatic events or disaster experiences (9.2%), reflecting the current sociopolitical context in Ukraine. However, some groups, such as ethnic minorities and sexual minorities, have very low representation (0.8% and 0.7%, respectively). Additionally, a significant number of respondents did not identify with any listed group (46.7%). Work experience in HEIs among the survey participants varied widely, from those with less than five years of experience to those with more than three decades of experience, reflecting a blend of emerging perspectives and seasoned expertise in the HEIs. A noteworthy aspect of the study was the varying levels of experience working with students with disabilities. A significant majority of the staff (60.6%) do not have such experience, which could highlight a potential area for development in terms of inclusive education and support.\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e shows a summary of the assessment of the level of inclusivity of Ukrainian universities by staff (e.g., management, academic, and support staff). According to the results of a statistical analysis, a high level of inclusivity was the most prevalent among all staff, with 47.8% of the total responses falling into this level. Approximately 46.3% of the staff, members reported a moderate level of inclusivity. Only a small fraction of the staff, approximately 5.9%, perceive a minimum level of inclusivity in Ukrainian universities.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eComprehensive assessment of the level of inclusivity in Ukrainian universities.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eLevel of inclusivity in HEIs\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eStaff of HEIs, all groups\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMinimum\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e48\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e5.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eModerate\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e380\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e46.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e392\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e47.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e820\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAlthough the general assessment of inclusivity among the staff at Ukrainian universities appears positive \u0026ndash; the majority reporting moderate to high levels of inclusivity \u0026ndash; disparities emerge when dissecting the data by professional role. As delineated in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, 49.3% of the management staff and 47.0% of the academic staff categorized the level of inclusivity as moderate. A significant deviation is observed among support staff, where a substantial majority (56.5%) perceive the level of inclusivity to be high.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eAcademic staff, who are integrally involved in the direct educational process and research activities, report a lower level of inclusivity perception (6.8%) compared to their colleagues from other professional groups (2.7% among management and 2.6% among support staff).\u003c/p\u003e \u003cp\u003eThe assessment of inclusivity levels at Ukrainian universities may be influenced by factors such as staff members\u0026rsquo; work experience at universities (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e). Figure\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e shows that the highest proportion of staff members who perceived inclusivity at a high level was among those with the least work experience (0\u0026ndash;5 years), suggesting that newer staff may perceive the university environment as more inclusive. As the years of experience increase, there is a notable shift toward a moderate assessment of inclusivity, peaking with those having 11\u0026ndash;20 years of experience. Staff with 26\u0026ndash;30 years and more than 30 years of experience had a greater tendency to assess inclusivity at a high level than those with 6\u0026ndash;25 years of experience. The percentage of staff assessment of inclusivity at the minimum level is relatively stable across all experience levels, with no significant increases or decreases.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eIn conclusion, while the assessment of inclusivity varies somewhat by the number of years of experience working in universities, there is not a clear linear trend across the categories. Most notably, staff with the least (0\u0026ndash;5 years) and the most (over 26 years) experience tend to perceive a greater level of inclusivity than those with midrange experience (6\u0026ndash;25 years). This could imply that both new entrants and highly experienced staff view their universities as more inclusive than those in the middle of their careers.\u003c/p\u003e \u003cp\u003eIn addition, the study predicted that staff's experience working with specific groups of diverse students, such as those with disabilities, may also be a factor influencing the assessment of the level of inclusivity at universities. Among the survey respondents, 60.1% reported no experience working with these diverse student groups, while 39.9% had relevant experience. Figure\u0026nbsp;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e illustrates that the percentage of staff members who assessed inclusivity at a high level was comparable regardless of their experience with students with disabilities (46.7% with experience vs. 48.5% without). Staff with experience are slightly more likely to assess inclusivity as moderate (47.1%) than are those without experience (45.9%). Notably, a marginally greater percentage of experienced staff assessed inclusivity as a minimal level (6.2%) than did their inexperienced counterparts (5.6%).\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eIn conclusion, having experience working with students with disabilities does not significantly change the assessment of the level of inclusivity among staff. Both groups \u0026ndash; those with and without experience \u0026ndash; have a similar distribution of perceptions across the minimum, moderate, and high categories, with a slightly greater inclination toward a moderate and high assessment of inclusivity.\u003c/p\u003e \u003cp\u003eAlso, it was investigated how staff members self-identification with a vulnerable group affects their assessment of the level of inclusivity in Ukrainian universities, anticipating that this factor could significantly influence their overall perception of inclusivity. Figure\u0026nbsp;\u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e4\u003c/span\u003e shows a slightly greater percentage of staff not identifying with a vulnerable group who perceive the level of inclusivity as minimal (6.5%) than those who do identify (5.1%). The percentages of staff members who assessed inclusivity at a moderate level were similar for both groups (46.0% for those who identified with a vulnerable group and 46.7% for those who did not). A slightly greater percentage of staff who identify with a vulnerable group perceive the level of inclusivity as high (48.9%) than do those who do not identify with a vulnerable group (46.9%).\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eOverall, the differences in the assessment of inclusivity between staff who identify with a vulnerable group and those who do not are relatively small. However, staff members who identify with a vulnerable group are slightly more likely to assess inclusivity at a high level. Conversely, staff who do not identify with such groups are marginally more inclined to perceive the minimum level of inclusivity. These findings could suggest that personal identification with a vulnerable group might influence the assessment of inclusivity, with those who identify with such groups possibly feeling more included or being more aware of inclusivity measures. However, the differences are not stark, which indicates a relatively uniform perception of inclusivity across both groups.\u003c/p\u003e \u003cp\u003eFor a more in-depth analysis of the dependence of the assessment of the level of inclusivity in Ukraine universities by staff according to self-identification with a certain diverse group, combinational grouping was used (Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e). The data indicated that the specific experiences and identities of individuals within vulnerable groups have varying impacts on how they assess inclusivity within the university setting. These groups include elderly individuals, individuals with low socioeconomic status, migrants, people from various geographical regions, and those who have experienced war or victims. Among these categories, there is a greater proportion of staff who rate the level of inclusivity as minimal.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eAssociations between inclusivity and self-identification in diverse groups.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eSubcategory\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e \u003cp\u003eLevel of inclusivity, %\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMinimal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eModerate\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"13\" rowspan=\"14\"\u003e \u003cp\u003eIdentification with representatives of a vulnerable group\u003c/p\u003e \u003cp\u003e(multiple answers are possible)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePerson with disabilities\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e42.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e54.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEthnic minorities representative\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e50.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e50.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePerson with low socioeconomic status\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e10.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e47.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e42,1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGender nonconforming person (transgender, nonbinary, etc.)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePerson with war or victim experience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e65.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e26,9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePerson with traumatic events or disasters experience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e51.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e44.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRefugee\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e10.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e56.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e33.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eInternally displaced person\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e42.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e53.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePerson hailing from diverse geographic areas (e.g., rural youth)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e9.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e47.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e42.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMember of sexual minorities (LGBTQ+)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e57.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e42.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOlder adult\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e22.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e33.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e44.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePerson resuming professional activity after a prolonged break\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e50.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e50.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePerson from unprotected groups\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e80.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e20.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWith none\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e46.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e46.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe results of the chi-square test were used to examine the relationship between variable factors and assessment of the level of inclusivity at Ukrainian universities (Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eAssociation between the assessment of inclusivity and staff characteristics.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eFactors\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c5\" namest=\"c2\"\u003e \u003cp\u003eChi-square tests\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMethods\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eValue\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eDf\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eAsymp. Sig\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eProfessional role\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePearson chi-square\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7.502*\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.112\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLikelihood ratio\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e8.260\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.083\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLinear-by-linear Association\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.854\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.173\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eWork experience in universities\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePearson chi-square\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6.924**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.733\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLikelihood ratio\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7.030\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.723\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLinear-by-linear Association\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.085\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.771\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eExperience working with students with disability\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePearson chi-Square\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.288***\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.866\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLikelihood ratio\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.287\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.866\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLinear-by-linear Association\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.287\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.592\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eIdentification with representatives of a vulnerable group\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePearson chi-Square\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.847 \u003csup\u003e****\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.655\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLikelihood ratio\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.853\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.653\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLinear-by-linear Association\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.657\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.418\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e* 1 cell (11,1%) has an expected count less than 5. The minimum expected count is 4.39.\u003c/p\u003e \u003cp\u003e** 2 cells (11,1%) have an expected count less than 5. The minimum expected count is 4.10.\u003c/p\u003e \u003cp\u003e*** 0 cells (0,0%) have an expected count less than 5. The minimum expected count is 18.91.\u003c/p\u003e \u003cp\u003e**** 0 cells (0,0%) have an expected count less than 5. The minimum expected count is 21.78.\u003c/p\u003e \u003cp\u003e*****0 cells (0,0%) have expected count less than 5. The minimum expected count is 7.79.\u003c/p\u003e \u003cp\u003eFor the factors (professional role, work experience at universities, experience working with students with disabilities, and identification with representatives of a vulnerable group), none of the chi-square tests show a statistically significant association with the assessment of inclusivity at Ukrainian universities. Based on these tests, these factors do not significantly influence how inclusivity is assessed in universities.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eBased on data collected from a representative sample of higher education representatives in Ukraine, this research revealed a high level of assessment of inclusivity in universities from management to academic and support staff. It is particularly significant in the context of relatively recent initiatives to integrate inclusive practices into the country's higher education system and the ongoing war. The results underscore the effectiveness of various approaches to policy and practice to enhance overall inclusivity levels in universities [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e] and the importance of comprehensive university strategies for preparing faculty to work in inclusive environments [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eInterestingly, the results of this study contrast with the experiences of other countries where significant integration challenges exist despite the long-standing implementation of inclusive practices [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. Differences in the perceptions and implementations of inclusive policies may be attributed to variations in countries' historical, cultural, and political contexts. In the context of Ukraine, particularly against the ongoing war, there is an increasing need for more flexible and inclusive programs to meet the diverse needs of student groups [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e]. Furthermore, the increasing number of vulnerable groups of students requires the adaptation of curriculums to cater to their needs. This underscores the growing demand for inclusive education tailored to diverse student needs in different contexts [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e], and highlights the need for further analysis and the development of effective strategies aimed at implementing inclusive practices that accommodate the needs of various student and staff groups in universities.\u003c/p\u003e \u003cp\u003eIn the context of the current situation in Ukraine, the research results established that such factors as professional role, experience working in universities, experience working with students with disabilities, and identification with representatives of a vulnerable group do not have a significant impact on the assessment of the inclusivity of the university environment during wartime.\u003c/p\u003e \u003cp\u003eFirst, the obtained findings differ from those of studies, which indicate differences in the perception of inclusivity based on professional roles [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e]. Usually, this is attributed to the fact that academic staff, who interact closely with students, are more familiar with the challenges and barriers faced by students and, as a result, may critically evaluate inclusive measures. Faculty members' concerns about their preparedness for working in diverse environments and practical concerns [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e]. Within the framework of this research, we identified some differences in the perception of inclusivity depending on the professional roles of university staff. Particularly, academic staff assess the level of inclusivity lower than management or support staff representatives. But in fact, this factor was not statistically significant.\u003c/p\u003e \u003cp\u003eSecondly, the results also indicate that direct experience working with students with disabilities does not always change the overall assessment of inclusivity. This fact may point to the complexity of the interaction between experience and the perception of inclusivity [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e]. As mentors and advisors, academic staff may encounter specific challenges with students with special educational needs, increasing their awareness of inclusion issues. However, this can also lead to an acknowledgement of existing barriers and shortcomings in the system, which, in turn, may contribute to a perception of lower inclusivity [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThirdly, the experience of working at a university also does not significantly affect the assessment of the inclusivity of the university environment. However, according to other research, staff's attitudes towards students from vulnerable groups correlate with teaching experience and frequency of communication with a specified category of persons [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e]. The researchers' findings prove that teaching experience affects the understanding of inclusiveness more than age [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. They emphasize that commitment to inclusion is more common among professors developing their professional careers (with experience between 6 and 15 years) [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThis research also enhances the understanding of the relationship between identity and inclusivity. For instance, individuals with disabilities and gender nonconforming individuals perceive inclusivity more positively in Ukrainian universities than in other groups. These findings suggest that these directions work better in the practice of Ukrainian universities and demonstrate that different experiences and identities influence the perception of inclusive practices. These findings complement the discourse on identity and inclusivity, as also explored in the works Museus and Griffin [\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e], who analyzed the intersection of personal and professional identities. But in fact, this factor was not statistically significant.\u003c/p\u003e \u003cp\u003eNevertheless, it is essential to emphasize that, despite these slight differences, the overall assessment of inclusivity remains relatively consistent among various staff groups regardless of such factors as professional role, experience working in universities, experience working with students with disabilities, and identification with representatives of a vulnerable group. Such unexpected research results may be a consequence of the transformative processes in the higher education system that are occurring due to the ongoing war in Ukraine [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e]. Given the challenges universities face, ensuring an inclusive environment is one of the effective approaches to ensuring the continuity of the higher education system. The issue of educational losses and maintaining the student body deserves special attention [\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e]. The war has led to the mass evacuation of students due to the inability to continue full-fledged education due to combat actions or missile attacks [\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e]. This has created additional burdens on displaced students. Many of them were forced to earn a living while continuing their education. Due to the war, as noted in the research by Novomlynets et al., Ukrainian HEIs have lost a portion of potential applicants, and there is a high likelihood that a significant portion of forced migrants may choose to continue their studies abroad in foreign HEIs [\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e]. According to Khaniukov et al., educational losses are also caused by issues such as security issues during the educational process, the emotional state of students, instability/lack of internet connection, power blackout, and being in different time zones [\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe wartime made university staff members change a lot their culture, politics and practices: widen the methods of distance learning, differentiate the individual studying, use different methods to avoid panic attacks during air alarms, often blackouts in almost all regions of Ukraine, provide online studying to supply educational service even in the war time to save the university structure, the working positions, to prevent scientific potential being destroyed [\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e]. In this aspect, an inclusive approach supported equal higher education access in the crisis period, addressing both immediate needs and long-term prospects for Ukraine's recovery and development.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study explores inclusivity in Ukrainian HEIs, revealing nuanced assessment among management, academic, and support staff. The findings indicate a generally positive assessment of inclusivity, with most respondents identifying a moderate to high level of inclusiveness in their universities. This is a significant observation, especially given the complex sociopolitical landscape in Ukraine, which includes the ongoing war and its profound impact on the educational sector.\u003c/p\u003e \u003cp\u003eThe study\u0026rsquo;s outcomes highlight the importance of inclusivity in universities, not only as a theoretical concept but also as a practical necessity. The data reflect the commitment of Ukrainian universities to fostering an environment where diverse groups, including those from vulnerable backgrounds, feel valued and supported. This commitment is pivotal in the context of Ukraine, where the upheaval caused by war and displacement underscores the need for education systems that are adaptable, resilient, and inclusive.\u003c/p\u003e \u003cp\u003eHowever, disparities in the assessment of inclusivity based on professional roles suggest the need for a more nuanced approach to culture, policy, and practice. Academic staff members\u0026rsquo; assessment of inclusivity is relatively lower than that of management and support staff, underscoring the importance of engaging all university personnel in developing and implementing inclusivity strategies. This engagement could lead to a more uniform understanding and application of inclusion.\u003c/p\u003e \u003cp\u003eIn conclusion, this research underscores the critical role of inclusivity in higher education, especially in contexts marked by social and political challenges and transformation. The insights gained from this study contribute valuable knowledge to the ongoing discourse on educational inclusivity and provide actionable guidance for policymakers and educators. As HEIs worldwide continue to grapple with the challenges of creating truly inclusive environments, the lessons learned from the Ukrainian context offer a unique perspective on resilience and adaptability in the face of adversity.\u003c/p\u003e"},{"header":"Limitations","content":"\u003cp\u003eA notable limitation of this study is the potential for selection bias in the sample. Since the survey was distributed via email and participation was voluntary, it is possible that those who chose to respond may not be representative of the broader population of Ukrainian university staff. This self-selection could mean that the respondents have a particular interest in or awareness of issues related to inclusion, which might skew the results. Moreover, self-reports and retrospective data collection methods cannot exclude possible social desirability response errors. Additionally, the inability to determine the study's response rate due to the unknown number of people who viewed the online invitation further complicates the assessment of the representativeness of the sample.\u003c/p\u003e"},{"header":"Methods","content":"\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003eStudy design and data collection\u003c/h2\u003e \u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThis study is cross-sectional analytical research. The data were collected through an online survey. Before the main study, 15 university staff members were engaged in a pilot test to check for clarity in the questions and to ensure that the survey could be completed within an estimated 22 minutes. The study was carried out between November and December 2023. For data collection, a questionnaire was distributed to staff members of Ukrainian universities via email, via Google Forms.\u003c/p\u003e\u003cp\u003eParticipation was anonymous and voluntary throughout the study period. Before their involvement, participants received information regarding the objectives and nature of the research, and their informed consent was obtained. However, we were unable to assess the number of people who viewed the online invitation; therefore, we could not determine the study's response rate.\u003c/p\u003e\u003cp\u003eThe inclusion criterion was staff working at Ukrainian universities. Any questionnaires that were not fully completed were excluded from the study, as was the data from the pilot test. This exclusion criterion ensured the analysis was based on complete and relevant data.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eMeasures\u003c/h3\u003e\n\u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThe online survey was a questionnaire that took 20 to 25 minutes to complete. The survey consisted of two sections: (a) diversity and professional characteristics and (b) measurements.\u003c/p\u003e \u003cp\u003eIn the first section, data on the participants' professional backgrounds were collected. This encompassed factors such as professional roles, academic positions, diversity identification, work experience, and experience with persons with disabilities among staff in HEIs. These data are valuable for understanding the composition and experiences of those working in HEIs with diverse groups of students.\u003c/p\u003e \u003cp\u003eThe second section included a questionnaire for university staff about inclusivity in HEIs as a process associated with the participation of all persons in creating a comfortable, safe, barrier-free, friendly inclusive environment that takes into account the needs of diverse student groups, including vulnerable individuals. The Inclusion Index of Booth and Ainscow was taken as a foundation for the questionnaire [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e57\u003c/span\u003e, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e]. It was modified and adapted according to the specifics of higher education and Ukrainian realities.\u003c/p\u003e \u003cp\u003eThe questionnaire comprises 56 items and measures the expected inclusive culture, policies and practices in HEIs based on the seven areas of the Index. The categorization of statements for assessment in the study was organized into three sections. The \u0026ldquo;Inclusive Culture\u0026rdquo; dimension included statements related to building a community (8 items) and promoting inclusive values (7 items). The \u0026ldquo;Inclusive Policies\u0026rdquo; dimension included statements focusing on the openness of the university to everyone (10 items) and support for diversity (14 items). Finally, the \u0026ldquo;Inclusive Practices\u0026rdquo; dimension included statements about the adaptation of curricula and courses (5 items), engagement in learning (8 items), and availability of resources (5 items). To gauge the responses to these items, a six-point Likert scale was utilized, ranging from \u0026ldquo;Strongly disagree\u0026rdquo; (1) to \u0026ldquo;Strongly agree\u0026rdquo; (6). According to this scale, based on the sum of points the threshold values were set for three levels: \u0026ldquo;Minimum\u0026rdquo; level: sum of points from 0 to 125 points; \u0026ldquo;Moderate\u0026rdquo; level: sum of points from 126 to 209 points; and \u0026ldquo;High\u0026rdquo; level: sum of points from 280 to 336 points.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003eStatistical analysis\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eThe data generated through Google Forms was downloaded into an Excel spreadsheet and imported into the SPSS\u0026reg; software (Statistical Package for the Social Sciences) for analysis. Before loading into SPSS, a logical control of the empirical base was carried out. According to the data control results, one respondent's answers were removed. Data control consisted of comparing the answers to one of the key research questions: \u0026ldquo;Do you identify yourself with the representatives of a certain (vulnerable) group?\u0026rdquo;. The respondent had the opportunity to choose several answer options for belonging to vulnerable groups or to indicate that he does not belong to such groups. In one observation (No. 211), all the proposed options were specified, which gave grounds for removing it from further statistical analysis.\u003c/p\u003e \u003cp\u003eThe statistical analysis of the relationship between variable factors and assessment of the level of inclusivity at Ukrainian universities was carried out using non-parametric analysis methods, particularly Chi-square tests (Pearson chi-square) which do not require a normal data distribution. The strength of a statistically significant relationship was assessed using Cramer's V coefficients.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003cp\u003eWe conducted separate analyses to determine whether professional roles, identification with representatives of a vulnerable group, work experience, and experience working with students with disability in HEIs had an influence on the assessment of the level of inclusivity at Ukrainian universities.\u003c/p\u003e \u003cp\u003eThe assumptions required for performing the Chi-square test were checked: the independent variables consisted of two or more categorical groups, including \u0026ldquo;Professional roles\u0026rdquo; (divided into three groups: management, academic staff, and support staff); \u0026ldquo;Work experience\u0026rdquo; (divided into six groups: 0\u0026ndash;5 years; 6\u0026ndash;10 years; 11\u0026ndash;20 years; 21\u0026ndash;25 years; 26\u0026ndash;30 years; over 30 years); \u0026ldquo;Experience working with students with disability\u0026rdquo; (divided into two groups: yes, no); \u0026ldquo;Identification with representatives of a vulnerable group\u0026rdquo; (divided into two groups: yes, no). The dependent variables were measured at low, moderate, and high assessments of the inclusivity levels at Ukrainian universities. There was no relationship between observations within or between the groups, indicating that the samples were independent.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eHypothesis H0 was accepted, indicating that the independent variables \u0026ldquo;Professional roles\u0026rdquo;, \u0026lsquo;Work experience\u0026rdquo;, \u0026ldquo;Experience working with students with disability\u0026rdquo;, and \u0026ldquo;Identification with representatives of a vulnerable group\u0026rdquo; do not have an influence on the assessment of the level of inclusivity at Ukrainian universities.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003c/div\u003e "},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eData availability statement\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data sets used and/or analysed during the current study are available from the corresponding author on reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis publication results from the research \u0026quot;Design of inclusive education environment of higher education institution\u0026quot;. The National Research Fund of Ukraine provided funding; grant number 2022.01/0010.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgments\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe research teams acknowledge the Armed Forces of Ukraine for providing safety during their research and credit their perseverance and courage for making this possible.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor contributions statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe conceptualization was made by N.T. and Y.S. The methodology was developed by A.P. and\u0026nbsp;H.L. The data were curated by N.T., O.H. and O.H. The original draft was written by N.T., H.M. and A.P. The writing, review and editing were performed by Y.S. and H.L. All the authors read and approved the final manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting Interests Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that there are no conflicts of interest related to the conduct of this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical considerations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn carrying out this study, all methods and procedures were rigorously aligned with pertinent guidelines and regulations. We confirmed that the study was performed in accordance with Declaration of Helsinki. The compliance and ethical integrity of the study were verified and approved by the Ethics Committee of Berdyansk State Pedagogical University, as reflected in their approval under protocol number 8, dated October 10, 2023. Informed consent was obtained from all participants.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eDikova-Favorska, О. М. 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PLoS one, 17(1), e0262011. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1371/journal.pone.0262011\u003c/span\u003e\u003cspan address=\"10.1371/journal.pone.0262011\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e (2022).\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eM\u0026aacute;rquez, C. \u003cem\u003eet al.\u003c/em\u003e Evaluation of Inclusion in Higher Education Through Indicators. \u003cem\u003eREICE\u003c/em\u003e. 19(3), 39\u0026ndash;59. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.15366/reice2021.19.3.003\u003c/span\u003e\u003cspan address=\"10.15366/reice2021.19.3.003\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e (2021).\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"scientific-reports","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"scirep","sideBox":"Learn more about [Scientific Reports](http://www.nature.com/srep/)","snPcode":"","submissionUrl":"","title":"Scientific Reports","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Scientific Reports","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"","lastPublishedDoi":"10.21203/rs.3.rs-3973705/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-3973705/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study investigates the state of inclusivity in Ukrainian universities, focusing on the perceptions of university staff amid the country's ongoing sociopolitical transformations. By consulting 820 staff members from various professional roles, including academic, management, and support positions, this research explored inclusivity through diverse lenses, encompassing work experience, interactions with students with disabilities, and self-identification with vulnerable groups. The majority of respondents assessed a moderate to high level of inclusivity, indicating a positive overall outlook on inclusive practices within these institutions. Notably, perceptions of inclusivity vary slightly across different professional roles, with academic staff expressing a marginally lower level of perceived inclusivity than their counterparts. However, these variations are not statistically significant, suggesting a broadly uniform perception across staff categories. Furthermore, the study revealed that personal experience in working with students with disabilities does not substantially alter staff perceptions of inclusivity. Similarly, self-identification with vulnerable groups only marginally influences these perceptions. This suggests that while individual experiences and identities are factors in inclusivity perceptions, their impact is not profoundly different. This research contributes to the understanding of inclusivity in higher education, particularly within environments undergoing significant social and political changes.\u003c/p\u003e","manuscriptTitle":"Inclusion at Ukrainian universities: a view from the inside","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-03-11 19:19:46","doi":"10.21203/rs.3.rs-3973705/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2024-07-24T08:32:55+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2024-07-17T10:29:41+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"216921293785824036334713077927520242948","date":"2024-07-17T10:06:30+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2024-05-25T19:42:36+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"133845988794421140972490073870646603379","date":"2024-05-16T15:33:50+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"276892830242811096529661992499674308222","date":"2024-05-16T14:59:15+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2024-04-26T07:59:20+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2024-04-12T16:44:35+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2024-03-07T04:32:19+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2024-03-07T04:28:07+00:00","index":"","fulltext":""},{"type":"submitted","content":"Scientific Reports","date":"2024-02-20T19:33:59+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"scientific-reports","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"scirep","sideBox":"Learn more about [Scientific Reports](http://www.nature.com/srep/)","snPcode":"","submissionUrl":"","title":"Scientific Reports","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Scientific Reports","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"d4c96501-0e7c-47ee-a9c3-fee4db1bfc84","owner":[],"postedDate":"March 11th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[{"id":29268305,"name":"Biological sciences/Psychology/Human behaviour"},{"id":29268306,"name":"Earth and environmental sciences/Environmental social sciences/Sustainability"}],"tags":[],"updatedAt":"2024-08-05T16:04:58+00:00","versionOfRecord":{"articleIdentity":"rs-3973705","link":"https://doi.org/10.1038/s41598-024-69084-1","journal":{"identity":"scientific-reports","isVorOnly":false,"title":"Scientific Reports"},"publishedOn":"2024-08-04 15:57:52","publishedOnDateReadable":"August 4th, 2024"},"versionCreatedAt":"2024-03-11 19:19:46","video":"","vorDoi":"10.1038/s41598-024-69084-1","vorDoiUrl":"https://doi.org/10.1038/s41598-024-69084-1","workflowStages":[]},"version":"v1","identity":"rs-3973705","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-3973705","identity":"rs-3973705","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}