Work

Towards a Sustainable Future in Education: A Systematic Review and Framework for Inclusive Education

Year: 2025

Type: review

Abstract: Inclusive education has become a central issue in global educational reform, advancing the agenda for educational equity and social justice. However, despite significant theoretical and policy developments, research in this field remains fragmented, and no coherent framework currently exists. This study analyzes 3663 SSCI papers published between 2000 and 2024, using Latent Dirichlet Allocation (LDA) topic modeling to identify 15 distinct research themes in inclusive education. By combining LDA with manual coding, four key research areas emerged: concept and connotation, macro needs and support, micro-level implementation, and implementation effects and challenges. These findings highlight the interconnections between policy, practice, and environmental factors shaping inclusive education. Based on these results, an integrated input–process–outcome–feedback (IPOF) framework is proposed to advance the understanding of inclusive education’s evolution, effectiveness, and implementation. This framework offers actionable insights for policymakers and educators, helping to promote inclusive education aligned with Sustainable Development Goal 4 (SDG 4) and advancing global educational equity.

Source: Sustainability

DOI: 10.3390/su17093837

Authors: Chuang Yang, Tianjian Wang, Qi Xiu

Institutions: Guangzhou University, South China Normal University

Language: English

Topic: Inclusive Education and Diversity

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: gold

Estimated APC paid: $2,896