The initial and permanent training of teachers is a determining factor to develop different inclusive processes aimed at providing attention to the heterogeneity of students who participate in higher education institutions. This diversity must be understood from a perspective that search to foster the creation of an inclusive educational environment. The aim is to reflect on the competences of university teaching staff for attention to diversity in higher education. It reviews numerous bibliographical sources and proposes ten basic and transversal competences to address vulnerable groups. The work concludes that the university teaching staff faces a demanding labor context product of the educational reforms that are implemented in the operation of the university management. However, in pedagogical practice they must incorporate mechanisms that allow participation, foment pluralism and the democratization of educational spaces. In addition, they must prepare constantly in the use of new learning methodologies, planning, mediation and evaluation. Consequently, trained, conscious, committed teachers with a positive attitude are required to accept and understand the differences of the students in the universities. For this reason, it is necessary to strengthen teacher professionalization programs to impulse new competencies related to inclusion and attention to diversity in the university education institutions.

Teacher qualifications; Higher education; Vulnerable groups; Equal opportunity; Pedagogical practice.