Guerra-Diaz, FelipeFelipeGuerra-DiazVillanueva-Veragua, FelipeFelipeVillanueva-VeraguaOlivares-Zumaran, JesusJesusOlivares-ZumaranRojas-Barraza, BrandonBrandonRojas-BarrazaGil-Pangue, JaimeJaimeGil-Pangue2026-07-072026-07-072025-12REVISTA DE EDUCACION INCLUSIVA, 18(2), 185-200 (2025)1889-42081989-4643https://hdl.handle.net/20.500.12740/24613Chilean universities have been rarely visited by people with disabilities due to accessibility barriers, communication accommodations, and entry opportunities. The objective of this study was to examine the relationship between sociodemographic variables and the attitudes of people without disabilities toward the inclusion of students with disabilities at a university in northern Chile. This was a non-experimental, comparative correlational study with 201 students (49.2% women and 50.8% men), using the Attitudes Toward People with Disabilities Scale. Analyses were performed using Spearman's correlation, the Mann-Whitney U test, the Kruskal-Wallis H test, and the Dwass-Steel-Critchlow-Fligner post-hoc test. Men displayed more favorable attitudes toward inclusion ( M * dn = 3.6 vs. 3.33, p < 0.05 ). as did older individuals ( rho = 0.231 p < 0.01 ) and those with more years of education ( rho = 0.285 , p < 0.01 ) . Engineering students displayed significantly more positive attitudes (M * dn = 4.9) The findings reveal a counterintuitive pattern where engineering students display greater inclusive sensitivity, challenging traditional conceptions. Differentiated institutional strategies are required to build inclusive university environments.educational inclusiondisabilityuniversity studentsattitudes toward inclusionArticulohttps://doi.org/10.63122/36mnzv61