PSYCHOLOGICAL FEATURES OF THE PERCEPTION OF AN INCLUSIVE ENVIRONMENT BY STUDENT YOUTH

Abstract

In the modern context of European integration processes and the democratization of public life, higher education in Ukraine is undergoing qualitative transformations aimed at establishing the principle of equal opportunities for every citizen. The transition to inclusive education in higher education institutions (HEIs) goes beyond purely architectural or technical adaptation of space; it requires a fundamental restructuring of public consciousness, the overcoming of ingrained stereotypes, stigmatization, and barriers in interpersonal communication. The psychological perception of an inclusive environment by student youth serves as a key indicator of the future intelligentsia's readiness to build an inclusive, barrier-free, and tolerant society. The attitudes of higher education students toward persons with disabilities, their empathic potential, and cognitive ideas about the shared educational space determine the effectiveness of social integration and the quality of interpersonal interaction. At the same time, the problem of students' psychological readiness for the perception of inclusion remains insufficiently studied against the background of new socio-psychological challenges of the present, which determines the high relevance and theoretical-applied significance of the chosen topic.

The aim of the study is to provide a theoretical substantiation and empirical investigation of the psychological characteristics of students’ attitudes toward persons with disabilities within an inclusive environment, taking into account the structural components of empathy and personal distress.

Methods. The study was conducted on the basis of Bogomolets National Medical University and the Kyiv Aviation Institute. The sample consisted of 30 higher education students aged 17–25 (by specialty: “Medical Psychology” – 43.3%, “Psychology” – 23.3%, “Ecology” – 13.3%, “Civil Security” – 10.0%, “Social Work and Counseling” – 6.7%, and “Therapy and Rehabilitation” – 3.3%). To collect empirical data, a psychodiagnostic complex was used, including Mark H. Davis’s “Interpersonal Reactivity Index (IRI)” to assess the personality’s empathic profile (perspective taking, fantasy, empathic concern, personal distress) and the “Attitudes Toward Disabled Persons (ATDP) scale”, which allows identifying the level of tolerance, the nature of social attitudes, and psychological readiness for constructive interpersonal interaction in the inclusive educational space of a higher education institution.

Results. The obtained empirical data demonstrate the specifics of the empathic profile and the nature of social attitudes of student youth regarding an inclusive environment. On the one hand, according to Mark H. Davis’s “Interpersonal Reactivity Index (IRI)”, high indicators of emotional imagination and empathic concern were recorded (M = 23.60 on the EC scale and M = 24.60 on the FS scale), which indicates pronounced altruistic tendencies, the ability to deeply empathize, and readiness to provide support. On the other hand, the cognitive component of perspective taking (M = 21.87) and personal distress indicators (M = 20.93) reflect the presence of certain internal barriers and anxiety in emotionally stressful situations. The analysis of the results according to the “Attitudes Toward Disabled Persons (ATDP) scale” shows a general trend toward positive, tolerant perception of inclusion: over 70% of respondents completely reject stigmatizing stereotypes regarding the mental limitation or incapacity of such persons, demonstrating low social distance. At the same time, ambivalent tendencies were revealed (in about 15% of the sample), manifested in the form of paternalism, excessive care, or expectations of special privileges, which indicates the need for targeted psychological support and the development of an inclusive culture in higher education institutions.

Conclusions. The findings indicate that students’ attitudes toward persons with disabilities are associated with characteristics of their empathic profile and social attitudes. A high level of empathic concern and emotional imagination may contribute to the development of tolerant attitudes, whereas personal distress and insufficiently pronounced cognitive perspective-taking may be accompanied by emotional tension in direct interpersonal interactions. Students demonstrated predominantly positive attitudes toward persons with disabilities, alongside certain paternalistic attitudes, highlighting the need for psychological support, educational programs, and practical training for students aimed at developing a barrier-free educational environment.