Abstract

This study investigates the factors that influence inclusive education intentions and behavior among rural university students using the theory of planned behavior (TPB) framework. TPB, behavioral intention, influenced by attitude, subjective norm, and perceived behavioral control, serves as a predictor of actual behavior. To understand inclusive education intentions and behavior, we conducted a survey among 108 rural students from rural areas residing on the Moulay Ismail University campus in Meknes, Morocco. A structured questionnaire was administered to collect data on the TPB components, including attitude, subjective norm, perceived behavioral control, intention, and behavior. Additionally, to enrich our understanding and validate the survey findings, follow-up interviews were conducted, fostering a community of students engaged in discussions around inclusive education. The data was analyzed using SPSS version 21, allowing us to examine the relationships and correlations between the components of the TPB and inclusive education intentions among rural students. The findings align with the study’s objectives, indicating a relationship between the TPB components and inclusive education intentions among rural students. Furthermore, the results underscore the importance of considering the theoretical and practical implications of inclusive education in the context of human rights and social justice. The research demonstrates the applicability of the TPB in understanding and predicting intentions and behaviors related to inclusion in Moroccan universities. It identifies key factors influencing these intentions and highlights the importance of perceived self-efficacy and inequality characteristics. These findings can guide policymakers and practitioners in developing policies and practices to promote true inclusion in Moroccan universities, especially for students from rural backgrounds.