Preservice teachers' preparedness for inclusive early childhood education: a mixed-methods study at a higher education institution in the United Arab Emirates

Inclusive education has gained global momentum, yet research has overlooked the readiness of preservice teachers in early childhood education (ECE), particularly in rapidly developing multicultural systems. Studies have focused on general teacher populations, with less attention paid to the affective dimension of preparedness, critical in translating inclusive policy into classroom practice. Bridging this gap, the current study examined preservice teachers' attitudes towards and perceived preparedness for inclusive education in the United Arab Emirates (UAE), where ambitious inclusion policies coincide with limited practicum opportunities in ECE settings. A mixed-methods design was employed, combining a cross-sectional survey (n = 402) using the Arabic version of the Multidimensional Attitudes Towards Inclusive Education Scale with semi-structured interviews (n = 10). The findings indicate overall positive attitudes, with the cognitive and behavioural subscales showing strong endorsement, whereas affective responses were notably weaker. This pattern signals emotional unease and lower confidence despite supportive beliefs and intentions. Prior experience with individuals with disabilities was associated with more positive attitudes across the subscales. In the UAE's policy-driven context, the affective domain remains a bottleneck in translating inclusive beliefs into practice. Strengthening teacher education through ECE-specific practicums, classroom simulations, and mentored reflection is essential to build balanced preparedness.