University teaching staff in Slovenia are autonomous in deciding on the contents of courses and thereby determine future educators' conceptualisation of inclusiveness. This study explores perceptions of Slovenian university staff teaching in pedagogical study programmes of the main factors affecting the implementation of inclusiveness; of the quality of the study programmes in terms of providing relevant knowledge and skills for pedagogical work with marginalised students; and of the relevant contents of study programmes educating future educators. Analyses show that more than half of the participants prefer inclusiveness to integration. Preference for inclusiveness depends on the study programme they contribute to for the most part and on the amount of time they devote in their subjects to the topic of the marginalised. Almost half of the participants believe partial revision of study programmes is required. Data suggest that university teaching staff are ambivalent about the relevance of the foundational pedagogical contents and specific contents for implementing inclusiveness or integration. The implications of this ambivalence and the necessary changes in the study programmes are presented.