In the time of multiculturalism, globalization and rapid and constant changes to which a person must constantly adapt, it is important to have different competencies. An essential role in their development is played by the educational system, which in the 21st century has as its main goal the development of intercultural education and social competence, which are key to the existence of an inclusive society. Since it is crucial for the implementation of such education that teachers, pedagogues and other employees of the educational system possess the same competencies, it is important to develop social competencies within the framework of social and teaching orientations. The purpose of this research was to examine how social and technical studies students consider themselves to be socially included in their groups, how socially competent they self-assess, and what attitudes they have about disability and inclusion. 143 respondents from the universities of Split and Zagreb participated in the research, and the results showed the existence of a statistically significant difference in the self-assessment of personal involvement regarding the year of study and the field of study. There is a partial statistically significant difference in the self-assessment of personal inclusion regarding gender, the self-assessment of social competence regarding gender and study field, and the self-assessment of attitudes towards inclusion and disability regarding gender, year of study and study field. Nevertheless, a statistically significant difference was not found on any scale regarding the variable of the university where the students study, nor on the scale of self-assessment of social competence regarding the year of study.