Higher education institutions are required to promote inclusion. In this context, faculty members play an important role, which can be limited by their beliefs and prejudices. The aim of this study was to explore the level of knowledge and beliefs declared by faculty members about inclusive education. Semi-structured interviews were conducted with 119 faculty members of all areas of knowledge from 10 Spanish public universities. The results confirm that inclusive education is a term unknown to a large proportion of faculty members and acquires different meanings among those faculty members who have delved into its knowledge. The beliefs recorded in this investigation generated three categories, among which there was the persistent influence of the student-centred deficit model. The conclusions include recommendations for adapting continuous training to the fields of knowledge and delving into a shared debate about the meaning and implication of inclusive education in higher education. These recommendations can be useful not only in the advance of inclusive education in the Spanish university system but also in the rest of the European Higher Education Area, whose universities share common academic frameworks.

要求高等教育机构促进包容性。在这种情况下，教师发挥着重要作用，这可能受到他们的信仰和偏见的限制。这项研究的目的是探讨教师对融合教育的知识和信念水平。对来自10所西班牙公立大学的所有知识领域的119名教职员工进行了半结构化访谈。结果证实，全纳教育是一个很大比例的教职员工不了解的术语，并且在深入研究它的知识的那些教职员工中获得了不同的含义。调查中记录的信念产生了三类，其中以学生为中心的赤字模型具有持续的影响。结论包括为适应知识领域的持续培训而进行的建议，并探讨了关于包容性教育在高等教育中的意义和含义的共同辩论。这些建议不仅对推进西班牙大学系统的全纳教育有帮助，而且对欧洲大学共同拥有共同学术框架的欧洲高等教育区的其余部分也很有用。