This study investigated the university students attitudes and knowledge on the use of gender-inclusive language in academic writing, with specific attention to differences based on age, gender, academic program, and year level. Employing a quantitative-descriptive and correlational research design, the data were gathered from 130 randomly selected students at a public higher education institution through a validated, researcher-made questionnaire. Descriptive statistics, Kruskal-Wallis tests, and Spearmans rho were utilized to analyze the data. Findings revealed that students generally held positive attitudes and demonstrated adequate knowledge of gender-inclusive language, with older students and those enrolled in Education programs showing the most favorable attitudes and highest knowledge scores. Statistically significant differences in attitude were found only across academic programs (p = .046), while significant differences in knowledge were identified based on academic program and year level (p = .000). These findings suggest that disciplinary exposure and academic maturity contribute significantly to students understanding and acceptance of inclusive language practices. Additionally, a weak but statistically significant positive correlation (r = .201, p = .022) was observed between students attitudes and knowledge, indicating that as students become more knowledgeable, their attitudes tend to be more favorable. However, no significant differences were observed in attitude or knowledge based on gender or age alone. The study highlights the importance of embedding gender-inclusive language education across various disciplines and year levels to foster inclusive communication practices. Educational initiatives aimed at raising awareness and deepening knowledge are essential for promoting acceptance and implementation of gender-inclusive language in academic settings.

Knowledge

Gender Sensitivity

Gender-Inclusive Language