The objective of this study was to identify, describe, and synthesize how inclusive pedagogies are conceptualized and implemented in HE and to summarize the main results reported regarding teaching practices that address classroom diversity. Following the PRISMA 2020 guidelines, empirical studies published between 2015 and 2025 in WoS, Scopus, ERIC, SciELO, and DOAJ were retrieved. Methodological quality and risk of bias were appraised using JBI tools. Given the heterogeneity of designs and outcomes, findings were synthesized through narrative and thematic analysis. Nineteen studies met the inclusion criteria. Four thematic domains emerged: inclusive teaching strategies in HE classrooms, students’ perceptions and experiences, institutional policies and practices aimed at inclusion, and resources and support for inclusive teaching. The evidence displays the predominance of classroom-level approaches (active learning, UDL, and DI), while institution-wide, systemic inclusion remains less consistently developed. Faculty beliefs and access to sustained professional development are central enablers, or barriers, to implementation. Despite growing references to inclusive frameworks, a persistent gap exists between institutional discourse and everyday teaching practice. Advanced inclusive pedagogies in HE require a multilevel approach that aligns classroom practices, faculty development, curricular coherence, and institutional policies. Future research should employ more robust and comparative designs to strengthen the evidence base across diverse HE contexts.
Sumonte-Rojas et al. (2026) studied this question.