Beyond good intentions: addressing the triple challenge of inclusive educational systems

Inclusive educational systems face three fundamental challenges: effective implementation, demonstrating efficacy and addressing skepticism toward inclusion. While there is a significant global consensus on the value of inclusion, with many countries working towards inclusive models, both empirical evidence and practical experiences reveal the complexity of implementing them. Educational research tends to rely more frequently on qualitative methods and often lacks rigor. When quantitative research is undertaken, it usually suffers from poor survey tool quality and lacks necessary validation stages. These issues legitimize and increase skepticism about inclusion. Critics argue that true inclusion is unachievable and, even if attained, can have adverse effects. This position paper examines the potential connections between three critical issues within fully inclusive systems by analyzing the most recent scientific and cultural debates. On the one hand, the discrepancy between values and concrete application practices feeds the interplay of mutual influences that risks damaging the ideal value and/or implementation practices. On the other hand, the interaction between values and system evaluation through valid and reliable scientific research poses a risk of contaminating research data with value biases, which, along with general methodological shortcomings, limits the explanatory power of findings.