The present study analyzes the political dimension of inclusion in higher education based on the experiences of students from the National Pedagogical University of the State of Chihuahua, Chihuahua Unit (UPNECH). A qualitative approach was employed, and a phenomenological analysis was conducted, in order to understand how institutional inclusion policies materialize in the educational trajectory of thirteen students. The analysis of the interviews, processed with Atlas.ti, allowed for the identification of four central categories: institutional support, inclusive admission, sociocultural inclusion, and teacher training. The findings indicate that institutional support is perceived as a personalized and humanistic accompaniment. However, this experience is constrained by the absence of explicit guidelines and specialized training to address student diversity. In regard to the matter of inclusive admission, the testimonies indicate the presence of open and equitable access, thereby allowing for the participation of indigenous students, students with disabilities, and students in vulnerable conditions. However, challenges have been identified that must be addressed in order to guarantee permanence and graduation. The concept of sociocultural inclusion can be defined as a respectful coexistence among multiple identities and realities, a phenomenon that has been shown to enrich training processes. However, this coexistence also demands greater institutionalization. The findings indicate that UPNECH has a strong foundation for advancing inclusive practices; however, it is essential for the institution to fortify its institutional structure to ensure comprehensive inclusion. The study offers a nuanced understanding of the challenges and opportunities confronting higher education institutions in Mexico as they endeavor to operationalize inclusion policies from a social justice perspective.