Inclusive education and UDL in teacher training: A systematic literature review
DOI:
https://doi.org/10.60923/issn.1970-2221/22903Keywords:
inclusion, teacher training, diversity, systematic reviews, Universal Design for LearningAbstract
Improving educational quality and inclusion is a global priority under the 2030 Agenda. Teacher training is central to this goal, requiring a clear understanding of current practices and progress. This article is part of the international DUAINCLUDIG project (Spain and Uruguay), which promotes inclusive education through the Universal Design for Learning (UDL) framework. A systematic review following PRISMA guidelines examined three areas: (1) concepts of diversity and inclusion in teacher education; (2) the development and characteristics of training programs; and (3) their design and evaluation. Findings reveal a limited number of rigorous studies validating inclusion-focused teacher training. Most initiatives rely on qualitative and reflective approaches, primarily in initial teacher education, with scarce integration of UDL. The results underscore the need to transform teacher training paradigms and to implement comprehensive, evidence-based models that fully incorporate UDL in Spain and internationally.
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Copyright (c) 2026 Mercedes Llorent Vaquero, Irene Martínez-Martín, Carmen Alba-Pastor, Teresa González-Ramírez
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