In a globalized world, fostering inclusion is essential for social development. A recent study explored an acrosport service learning project that aimed to create inclusive environments for university students, including those with intellectual disabilities. Participants included university students from a Physical Activity and Sports Sciences program who implemented an inclusive acrosport training program for peers with intellectual disabilities and future physical education teachers.

Using qualitative methods, researchers collected data through interviews, focus groups, field journals, and learning journals. Results indicated that inclusive settings enhanced the experience for both students with and without disabilities. Students with intellectual disabilities valued the inclusiveness, which helped them form connections and feel positive emotions in a university environment. Meanwhile, future teachers reported that their learning was more meaningful and that they gained confidence in designing inclusive sessions. They also noted significant academic and professional insights from the experience, leading to a rejection of stereotypes about individuals with disabilities. Overall, the findings highlight that the acrosport service learning program benefits all participants by promoting active and equitable engagement in shared learning experiences.