Abstract This study analyses how inclusion is addressed in initial teacher training of pre‐service physical education teachers in Chile, exploring the tools provided to address the diversity of students. The perceptions and experiences of programme directors and faculty from four Physical Education teaching programs were examined using a qualitative approach and a case study design, with interviews (26) and focus groups (4) as the primary data collection methods. The results identify three key dimensions for effective inclusive teacher training. The ecological dimension addresses interactions among educational system stakeholders; the human dimension focuses on the attitudes, values and competencies required of pre‐service teachers; and the practical dimension emphasizes concrete experiences in diverse contexts. Furthermore, the importance of initial and continuous training is highlighted, considering the unique characteristics of the subject area and encouraging continuous professional development in inclusion. In conclusion, academics perceive inclusion as a fundamental human right that promotes equal opportunities and the active participation of all students; therefore, it is necessary to reinforce initial teacher training programmes with a focus on the integration of early practices that allow the development of skills for inclusion and the need for supervised support for physical education teachers in training. A call is made to review systemic coherence and redesign curricula to align all courses towards the authentic inclusion of diversity within the current educational system.
Fierro et al. (2026) studied this question.