Ensuring the attainment of inclusive basic education is a goal of many countries and organisations. Goal 4 of SDG indicates that achieving inclusive, equitable, quality education guarantees youths access to lifelong learning opportunities. This study intends to synthesise various literature to discover approaches the Tanzania government uses to ensure inclusive basic education is accessible to all and the challenges it encounters. Specifically, the study intends to find out approaches used in implementing inclusive basic education for sustainable development and hurdles obstructing the achievement of the goal. The study reviewed 22 publications on inclusive education and sustainable development from 2010 to 2022 from various reputable databases. The study found that common approaches implemented in multiple places to achieve inclusive education for sustainable development include aligning policies and programs, a community-based approach, gender empowerment and teachers’ preparation and professional development. Despite these efforts, policy enactment and implementation, business-as-usual practices, and sociocultural factors are the main hindrances to achieving inclusive education for sustainable development. The results imply that achieving inclusive education for sustainable development goals is difficult if authorities set appropriate guidelines and strategies without having firm monitoring strategies for the implementation procedures.
Chunga et al. (Mon,) studied this question.