Yüce, ErkanKöroğlu, Zeynep ÇetinSeitova, MeruyertAdigun, Olufemi TimothyWang, Yongliang2026-02-062026-02-062025http://hdl.handle.net/11070/4206This quantitative study aims to fill this gap by revealing findings regarding perceptions, attitudes, and knowledge in inclusive education from pre-service EFL teacher education contexts from three countries, Türkiye, Kazakhstan, and China, in a cross-cultural way. Based on this aim, we addressed the following research questions in our study: Is there a significant difference among pre-service EFL teachers’ competency levels, perceptions, and attitudes regarding inclusive education?This study tried to investigate pre-service English as a Foreign Language (EFL) teachers’ preparedness for inclusive education from a cross-cultural perspective. We used a quantitative survey design and collected the data in a cross-sectional way from three Asian countries: Türkiye, Kazakhstan, and China. We implemented a questionnaire measuring knowledge, attitudes, and perceptions of pre-service EFL teachers regarding inclusive education to 694 pre-service EFL teachers. We utilized the Kruskal Wallis test and Tamhane›s T2 test to analyze the quantitative data of the groups in a comparative way. We found cross-cultural differences among the countries concerning inclusive education. The perceptions subscale scores of pre-service EFL teachers in Kazakhstan are significantly higher than those of pre-service EFL teachers in China. The attitude subscale scores of pre-service EFL teachers in Türkiye are significantly higher than those of the pre-service EFL teachers in China, while the scores of the pre-service EFL teachers in Kazakhstan are significantly higher than the scores of the pre-service EFL teachers in China. The knowledge subscale scores of pre-service EFL teachers in Türkiye are significantly higher than those of pre-service EFL teachers in Kazakhstan, while the knowledge scores of pre-service EFL teachers in China are significantly higher than the scores of pre-service EFL teachers in Kazakhstan. Based on these results, we discussed the place of inclusive education in pre-service EFL education from a cross-cultural perspectiveenCross-culturalInclusive educationTeacher educationEFLPre-service teacherNamibiaUniversity of NamibiaArticle