Determinants of Inclusive Volunteer Education Awareness among University Communities: The Role of Awareness, Motivation, and Behaviour Formation

Abstract

This study examines the determinants of inclusive volunteer education awareness among university communities, with particular emphasis on the roles of awareness, motivation, and behaviour formation. Grounded in the growing emphasis on inclusive education and the social responsibility of higher education institutions, the study adopts a quantitative cross-sectional survey design involving 500 respondents comprising students, academic staff, and non-academic staff. Data were analysed using descriptive statistics, Spearman correlation, and multiple linear regression. The findings indicate that awareness, motivation, and behaviour formation are all at high levels, reflecting a generally positive orientation towards disability inclusion and volunteer engagement. Correlation analysis reveals strong and significant relationships among the variables, suggesting that awareness, motivation, and behaviour formation are closely interconnected. Regression analysis further demonstrates that all three variables significantly predict the perceived need for inclusive volunteer education, with motivation emerging as the strongest determinant (β = 0.415, p < .001), followed by awareness and behaviour formation. The model explains a substantial proportion of variance (R² = 0.586), indicating strong explanatory power. These findings highlight the importance of integrating cognitive, motivational, and behavioural dimensions in promoting inclusive volunteerism within higher education. The study contributes to the literature by proposing an empirical model that explains how these factors collectively shape the perceived need for inclusive volunteer education, while offering practical insights for designing more effective and engagement-driven institutional initiatives