Readiness and Attitudes of Pre-Service Chemistry Teachers toward Inclusive Chemistry Education in Indonesia

Inclusive education has become a global priority aligned with Sustainable Development Goal 4 and the UN Convention on the Rights of Persons with Disabilities (UNCRPD), emphasizing fair access and participation for all learners. In this context, chemistry, due to its abstract and experimental nature, presents unique challenges for students with disabilities and calls for teachers who are conceptually, emotionally, and pedagogically prepared. This study examines the readiness and attitudes of pre-service chemistry teachers toward inclusive chemistry education, focusing on the influence of gender, teaching experience, and institutional background. Using a quantitative survey design, data were collected from 135 pre-service chemistry teachers across four universities in Yogyakarta and Semarang, Indonesia. The instruments included a validated Likert-scale questionnaire measuring attitudes, readiness, and knowledge of inclusive education. Data analysis with the Mann-Whitney U test was employed because of the non-normal data distribution. Results showed that participants held positive attitudes and had strong conceptual knowledge of inclusive education (M = 8.50/10; 85.03%), although their level of readiness remained moderate and mainly theoretical. Gender significantly influenced attitudes, with females showing higher affective responses, while no notable differences appeared across institutions or teaching experience. Applying Self-Efficacy Theory and the Theory of Planned Behavior, the study concludes that positive attitudes and a solid conceptual understanding form a promising foundation, but practical readiness requires structured mastery experiences, reflective mentoring, and institutional support. The findings provide empirical evidence and theoretical insights into preparing inclusive science teachers, highlighting the importance of integrating inclusive pedagogy across discipline-specific curricula.