Pre-service teachers’ empathy and attitudes toward inclusive education—The chain mediating role of teaching motivation and inclusive education efficacy

PLOS One | https://doi.org/10.1371/journal.pone.0321066 April 29, 2025 2 / 18 Introduction The evolution of special education in the world has transitioned from segregation to inclusion. The 1994 Salamanca Declaration emphasizes that “schools must be inclusive of all children and non-discriminatory.” Everyone has an equal right to edu- cation and unique needs in terms of interests, learning, abilities, etc., and schools should accommodate all children, especially those with special educational needs, and meet their specific needs [1]. Inclusive education is a process aimed at reduc- ing educational exclusion by enhancing participation in learning, culture, and com- munity activities. It represents an inclusive educational philosophy that focuses on and responds to the diverse needs of all learners. Furthermore, it is an educational approach that integrates all students, including those with special needs, into a com- mon educational environment [1]. Inclusive education emphasizes equality, individ- uality, diversity, acceptance, and belonging and advocates the concept of equity in making schools work for all children and promoting access to education for all chil- dren. In the endeavor to achieve inclusive education, teachers become the vehicle for implementing and improving the quality of inclusive education, and teachers’ atti- tudes toward inclusive education directly impact the effectiveness of inclusive edu- cation practices [2]. Attitudes toward inclusive education are specific reflections of

an individual’s behavioral attitudes toward inclusive education and are expressed in the individual’s cognitive perceptions, affective experiences, and behavioral tenden- cies toward inclusive education [3]. Teachers with positive attitudes are believed to be more willing to implement inclusive education [4]. Compared to other factors like class size, organisation structure, physical environment, and student background, teachers’ attitudes towards inclusive education play a crucial role in enhancing the quality of inclusive education [5]. In relation to that, it is essential to study pre-service teachers’ attitudes toward inclusive education as they are the prospective teachers at the pre-service stage. The attitudes, concerns, and perceptions of pre-service teachers toward inclusive education not only affect the attitudes of students and parents toward the understanding and acceptance of children with special needs but also influence the success of the practice of inclusive education [6]. Nevertheless, it has been frequently stated that Chinese pre-service teachers have negative or neutral attitudes toward inclusive education [7]. This may have a negative impact on promoting the widespread practice of inclusive education [8]. Therefore, investigat- ing the factors influencing pre-service teachers’ attitudes toward inclusive education and ways to address them has become a common concern in the community in China, as well as the aims of this study. In this study, the term ‘pre-service teachers’

is defined as individuals enrolled in teacher education programs who have not yet completed their studies or graduated. Pre-service education is an essential stage in the professional development of teachers, the formation of “prospective teachers,” and the initial stage of teachers’ inclusive education literacy [9]. In China, teachers’ inclusive education literacy in the pre-service education stage affects their attitudes and behaviors toward diverse educational targets to a certain extent, ultimately restricting the in-depth develop- ment of inclusive education practice and their professional growth. In recent years, Anhui Province, specifically project number 2023AH050454 to N.N.J. J.L. was funded by the teachers’ visiting training grant for ordinary undergraduate colleges and universities in Shandong Province, China. Competing interests: The authors have declared that no competing interests exist.