The role of inclusive education in enhancing the quality of higher education services has been widely recognized across Europe. In Poland, efforts to build an inclusive academic culture have gained urgency, particularly in the context of implementing the goals of the European Higher Education Area (EHEA) and fulfilling commitments under the UN Convention on the Rights of Persons with Disabilities. An inclusive institutional culture is no longer seen merely as a moral or ethical responsibility; it is increasingly considered a strategic factor that influences student satisfaction, institutional competitiveness, educational innovation, and overall organizational resilience. Despite various initiatives and policy reforms, creating a sustainable inclusive environment in Polish universities remains a complex and dynamic challenge, necessitating ongoing empirical investigation.

The purpose of this study was to explore the relationship between the development of an inclusive culture and the perceived quality of educational services in Polish higher education institutions. Specifically, the research aimed to identify which institutional strategies and practices most effectively foster a sustainable, inclusive academic environment.

To achieve this aim, a mixed-methods approach was employed. Quantitative data were collected through a survey of 400 students from five Polish universities, 10% of whom identified as having a disability. The survey measured perceptions of inclusivity, access to learning resources, and the overall quality of educational experiences. Additionally, semi-structured interviews were conducted with 20 university administrators and academic staff responsible for inclusion and quality assurance. Finally, institutional documents, such as strategic plans, regulations, and quality assurance frameworks, were analyzed. The study was guided by two key conceptual frameworks: the Index for Inclusion(Booth & Ainscow, 2011) and the EFQM Excellence Model, adapted for use in higher education quality management.

The findings demonstrate a strong correlation between the presence of inclusive institutional cultures and positive evaluations of educational service quality. Universities with visible commitments to inclusion — such as strategic investment in accessibility, flexible learning pathways, and participatory decision-making structures — achieved higher scores in student satisfaction surveys and performed better in national accreditation evaluations. Students particularly valued environments that combined technical accessibility (infrastructure, digital tools) with a positive psychosocial climate, emphasizing respect, dignity, and recognition.

However, several barriers to full inclusion were identified. These included inconsistent implementation of policies across different faculties, a lack of professional development opportunities for academic staff in inclusive pedagogical practices, and limited involvement of students with disabilities in governance processes. The study also revealed that while digitalization efforts accelerated by the COVID-19 pandemic improved some aspects of accessibility, challenges in ensuring digital content compliance with international accessibility standards persist.

The literature supports these empirical findings. Booth and Ainscow (2011) argue that inclusive culture must permeate the entire organization, not just specific programs or services. Morina (2017) highlights that inclusion efforts succeed when they are embedded into broader quality enhancement processes rather than treated as add-on initiatives. Similarly, Seale (2013) emphasizes the need for systemic support for digital accessibility and the empowerment of students as co-creators of inclusive environments. Polish researchers, such as Zamkowska and Lesińska-Sawicka (2021), stress that while legal frameworks in Poland provide a solid foundation for inclusion, practical implementation often lacks coordination and long-term strategic planning.

In conclusion, building an inclusive culture is essential for continuous quality improvement in Polish higher education institutions. It promotes educational equity, fosters innovation, enhances institutional reputation, and aligns universities with European and global educational standards. Future development should focus on strengthening leadership commitment, ensuring consistent implementation across all institutional levels, providing systematic training for staff, and amplifying the voices of students with disabilities in institutional governance.