This study examines the relationship between university students' awareness of inclusive education and their willingness to volunteer in supporting inclusive education, particularly for students with disabilities. Using the Theory of Reasoned Action framework with awareness as an additional variable, the research evaluates how awareness influences attitudes, subjective norms, and intentions to volunteer. Data were collected from 468 undergraduate students in the Greater Bandung Area via a structured questionnaire and analyzed using Structural Equation Modeling with SmartPLS software. The findings reveal that awareness significantly impacts attitudes (0.233), subjective norms (0.626), and willingness to volunteer (0.260), with subjective norms playing a crucial mediating role (0.289). The study demonstrates that while awareness directly influences volunteer intentions, its effect is stronger when mediated through subjective norms, highlighting the importance of social influence in promoting inclusive behavior. These results emphasize the need for universities to implement comprehensive awareness programs while fostering supportive social environments that encourage volunteer participation in inclusive education initiatives.
