EDUCATIONAL INCLUSION, SENSE OF BELONGING, AND PSYCHOLOGICAL WELL-BEING IN HIGHER EDUCATION: TOWARDS SOCIALLY SUSTAINABLE UNIVERSITIES

Abstract

The increasing diversification of student populations has reinforced the need to understand how higher education institutions can foster inclusive academic environments that simultaneously promote psychological well-being, participation, and student success. Within this context, this article examines the relationship between educational inclusion and psychological well-being in higher education, adopting a framework that integrates the concepts of superdiversity, sense of belonging, and social sustainability. The study is grounded in a quantitative, descriptive, and correlational approach, drawing on contributions from inclusive education, positive psychology, and student experience research. Educational inclusion is conceptualized as a process of transforming institutional cultures, policies, and practices to promote participation, equity, and recognition of diversity. Psychological well-being is examined through Ryff and Keyes’ multidimensional model, encompassing autonomy, personal growth, purpose in life, environmental mastery, self-acceptance, and positive relations with others. The theoretical framework suggests that the influence of inclusion on well-being is mediated by students’ experiences of belonging, recognition, and participation within academic communities. Findings indicate a positive association between perceptions of inclusion and higher levels of psychological well-being, suggesting that more inclusive university environments contribute not only to academic adaptation and engagement but also to students’ personal and social development. The study concludes that fostering inclusive institutional cultures represents a strategic pathway for strengthening students’ sense of belonging, psychological well-being, and social sustainability in higher education, thereby contributing to the development of more equitable, participatory, and human-centred institutions.