Improving educational quality and promoting inclusive systems are essential principles enshrined in international frameworks such as the Convention on the Rights of Persons with Disabilities and the Sustainable Development Goals (SDGs). However, the effective implementation of inclusive education continues to face barriers, including a lack of training and negative attitudes among teachers. This study presents a systematic review of recent scientific literature with the aim of analysing the attitudes of future teachers towards the inclusion of students with disabilities and identifying the variables that influence these attitudes. The PRISMA guidelines were followed for the selection of studies in the Web of Science, Scopus, ERIC and Dialnet databases, establishing inclusion criteria from 2020 to 2025. After the screening process, 59 empirical studies were selected. The results show that, in general, future teachers express positive attitudes towards inclusion, although stereotypes and resistance persist, which may be mediated by factors such as the type of disability, the initial teacher education received or previous contact with persons with disabilities. Specialised training, inclusive practices during initial teacher education, and direct experience in diverse contexts emerge as key factors in promoting inclusive attitudes and practices.
Maldonado-García et al. (2026) studied this question.