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Cited by 97Inclusive Education and DiversityDisability Education and EmploymentHigher Education Practises and Engagement

Higher education teachers’ understandings of and challenges for inclusion and inclusive learning environments: A systematic literature review

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Korthals Altes, Tisja, Willemse, Martijn, Goei, Sui Lin, Ehren, Melanie·2024·Educational Research Review
DOI 10.1016/j.edurev.2024.100605
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Abstract

Since the 1990s, there is a rise in attention to inclusion in education encompassing inclusion in Higher Education (HE), which is an important element of-/ and leads to equity in society. HE-teachers are a key factor in improving inclusion in higher education, but little is known about 1) their understanding of inclusion, 2) the challenges they experience for establishing inclusion, and 3) how they characterize inclusive learning environments. In this study, these three aspects were explored using a systematic literature review. From the selected 36 peer-reviewed articles was concluded that even though there is a rise in attention to inclusion in HE in recent years, most attention is still on integrating students with disabilities in regular education instead of the newer broader definition of inclusion ‘for every student’. When HE-teachers’ understanding of inclusion was discussed, they more often had a positive attitude toward inclusion, but it is unclear what this attitude was against (and what is meant by positive/negative) due to the neglect of mentioned definitions of characteristics. HE-teachers’ challenges for inclusion in higher education are internal (lack of knowledge, skills, experience, and confidence) and institutional (lack of resources, support, information, and training). These findings demonstrate the necessity of cooperation between teachers and HE-institutions, in addition to the role of scholars in studying teachers’ understanding of inclusion, to improve…

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  • When disability and accessibility-relevant issues are absent or misrepresented, faculty across disciplines do not have a clear understanding and awareness of inclusive policies and practices and of how to implement inclusion and integrate it as a competency in their course curricula.

    “When disability and accessibility-relevant issues are somewhat absent or misrepresented (Liasidou and Mavrou 2017), faculty across disciplines do not seem to have a clear understanding and awareness of inclusive policies and practices and of how to implement inclusion and integrate it as a competency in their course curricula (Altes et al. 2024).”

    From Accessibility and universal design in higher education curricula: implications for inclusion/exclusion (2025) · cites this paper as Altes et al. 2024

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Authors
Korthals Altes, T., Willemse, M., Goei, S. L., & Ehren, M.
Affiliations
  • Windesheim University of Applied Sciences (NL)
  • Vrije Universiteit Amsterdam (NL)
ORCID
Venue
Educational Research Review
Publisher
Elsevier BV
Published
2024-05
Volume
43
Pages
100605
ISSN
1747-938X (ISSN-L)
DOI
10.1016/j.edurev.2024.100605
OpenAlex
W4394893829
Cited by
66
References
58
Citations by year
2026: 42 · 2025: 23 · 2024: 1
FWCI
9.11
Type
journal article
Language
en
Open access
Licence
Locations
  • Educational Research Review (publishedVersion, cc-by)
  • VU Research Portal (acceptedVersion, other-oa)
Topics
  • Social Sciences › Education › Inclusive Education and Diversity
  • Social Sciences › Safety Research › Disability Education and Employment
  • Social Sciences › Education › Higher Education Practises and Engagement
Keywords
inclusive education, higher education teachers, inclusive learning environment, barriers to inclusion, students with disabilities, teacher attitudes toward inclusion, teacher training and support, higher education equity

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