Towards inclusive teaching in higher education: analysis of pedagogical trends for equity and resilience in Latin America
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Abstract
Latin American higher education faces the challenge of moving from policies centered on formal access to truly inclusive pedagogical practices. This systematic review, conducted in accordance with the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA 2020) statement, examines pedagogical trends oriented toward inclusive teaching in the region between 2016 and 2026, focusing specifically on how these trends incorporate the dimensions of equity and resilience. Drawing on 10 studies selected from Scopus, Web of Science, SciELO, and Redalyc and analyzed through thematic synthesis, three pedagogical vectors were identified: curricular accessibility, the Latin American critical tradition, and support mechanisms. The findings indicate that equity dominates as the central axis of regional scientific production, whereas resilience, particularly in its systemic and institutional dimension, represents a significant gap. The implementation of inclusive practices is moderated by factors such as institutional leadership, ongoing faculty development, and digital divides. The review concludes that the field remains in an emerging stage, with unresolved challenges regarding the integration of resilience and the articulation of pedagogical vectors within coherent institutional designs.
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