Inclusive Learning Environments in Higher Education: A Systematic Literature Review
DOI:
https://doi.org/10.54518/nes.2.1.2024.1262Keywords:
Inclusive Learning Environments, Inclusive Education, Higher Education, Educational Equity, Universal Design For Learning, Student BelongingAbstract
Inclusive learning environments have become an important priority in higher education as universities seek to promote educational equity, accessibility, and meaningful participation for increasingly diverse student populations. This study examines inclusive learning environments through a Systematic Literature Review (SLR) using the PRISMA 2020 framework. Studies published between 2019 and 2023 were systematically collected from major academic databases and analyzed using thematic synthesis. The review identifies five major themes: the evolution of inclusive learning, the core dimensions of inclusive learning environments, institutional approaches supporting inclusion, educational impacts, and future directions. The findings indicate that inclusive learning environments enhance student belonging, engagement, participation, and equitable academic achievement through institutional commitment, inclusive pedagogy, Universal Design for Learning, and comprehensive student support services. The study concludes that sustainable inclusion requires coordinated institutional strategies that integrate accessibility, diversity, equity, and learner-centered educational practices throughout higher education.
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