Trends in inclusive education in Latin America: a systematic review

Abstract

Inclusive education in Latin America faces multiple structural challenges that limit equitable access to and the quality of education systems, as evidenced by social inequalities, shortcomings in educational management and budgetary constraints. This analysis was conducted using the PRISMA method and was based on a sample of research articles published in journals indexed in databases such as ScienceDirect, Mendeley, SpringerLink and SciELO, covering the period from 2020 to 2025. To this end, four phases of the PRISMA method were applied: eligibility criteria, research strategy, selection processes and data collection processes. The results show that significant barriers persist regarding the quality of educational provision, the reproduction of social inequalities and the lack of coordination in public policies. Furthermore, the influence of political and economic factors on educational management is highlighted, as is the limited professionalisation of teachers in line with the demands of the 21st century. In conclusion, the study highlights the need for a profound restructuring of education systems, accompanied by greater government investment and commitment, to ensure inclusive, equitable and high-quality education for all.