Trends and Practices of Inclusive and Equitable Education: A Systematic Literature Review (2015–2025)

This study maps the landscape of research on inclusive and equitable education from 2015 to 2025. A systematic literature review was conducted following the PRISMA protocol. Data were retrieved from the Scopus database using the keywords “inclusive education” and “equitable education.” From an initial search of 9.850 documents, a screening process yielded 84 articles, reduced to 55 at the eligibility stage, and finally 48 articles were analyzed in depth. The review addressed three research questions: (1) whether inclusive and equitable education remains a significant academic field for the future; (2) how the distribution and research focus on this topic appear in academic publications; and (3) what theoretical and practical implications emerge from studies on inclusive and equitable education for the development of future education systems. Findings indicate that the issue remains highly relevant and is gaining academic attention, as reflected in the increasing trend of publications, international collaboration networks, and thematic diversity. The bibliometric analysis revealed five thematic clusters: disability and teacher education, leadership and teaching practices, digital literacy, equitable education linked to sustainable development goals, and inclusive pedagogies in primary education. Theoretically, the research underscores the need to shift from access- based to equity-oriented approaches, while practically it highlights the importance of coherent policies, adequate funding, teacher capacity building, technological innovation, social awareness, and global collaboration. Overall, this review provides a comprehensive understanding of how inclusive and equitable education is evolving and offers directions for future studies and policy development.

Keywords: Educational Equity, Equitable Education, Future of Education, Inclusive Education, Systematic Literature Review.