<p>The issue of inclusion in higher education has received growing attention over the past decade; however, research on inclusive higher education that integrates both institutional and interpersonal factors remains limited. This study aims to analyze the inclusive university climate factors on students’ perceptions of inclusion in Indonesia using structural equation modeling. The research instruments adapted the inclusive school climate scale and the perceptions of inclusion questionnaire. Data were collected from 213 pre-service teacher students from three public universities in Indonesia. The results show that both the models met the good fit criteria (RMSEA = 0.024; SRMR = 0.038), and factor loadings (&gt; 0.50). Interestingly, the path analysis indicated no significant effect of the inclusive school climate scale on the perceptions of the inclusion questionnaire. However, teachers’ prosocial motivation toward inclusive practices and academic excellence was found to have significant effects on social inclusion. These findings indicate that inclusive institutional policies are not sufficient to shape students’ perceptions of inclusion without being accompanied by transformation at the pedagogical and socio-cultural levels of the campus. Practically, the results of this study provide an empirical basis for universities in Indonesia to strengthen policies and campus culture that ensure the equal participation of all students.</p>