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The Interface Between Inclusion and Creativity: A Qualitative Scoping Systematic Review of Practices Developed in High School

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Publicado en:Education Sciences vol. 15, no. 10 (2025), p. 1281-1311
Autor principal: Zluhan, Mara Regina
Otros Autores: Corrêa Shirlei de Souza, Zwierewicz Marlene, Violant-Holz Verónica
Publicado:
MDPI AG
Materias:
Teaching
Pedagogy
Software
Secondary education
Inclusive education
Bibliometrics
Inclusion
Citation indexes
Schools
Student retention
Creativity
Systematic review
Learning
Hospitals
Student Development
Educational Practices
Curriculum Development
Self Efficacy
Academic Accommodations (Disabilities)
Teacher Selection
Meta Analysis
Elementary Education
Creative Activities
Cultural Pluralism
Parent Role
Computer Software Reviews
Elementary Schools
Romance Languages
Social Responsibility
Educational Environment
Database Management Systems
Computer Software
Educational Needs
Acceso en línea:Citation/Abstract
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Resumen:Inclusive education is a legal right, and its origin is linked to human rights, which has established a resonance in global movements. In this study, we analyzed inclusive pedagogical practices that favor creativity in the high school context. We chose to carry out a qualitative scoping systematic review and defined the inclusion and exclusion criteria in advance to guide the team’s work. We selected articles from the Web of Science database on 14 April 2025 (registration: INPLASY202570121; (registered 30 July 2025)), and we performed a quality control check on the reporting using the PRISMA-ScR checklist. We established the timeframe between 2008 and 2025 and identified 368 articles, of which 25 were chosen for this study. The data were analyzed with the support of Rayyan and VOSviewer software (version 1.6.20). The findings demonstrate a wide range of practices developed across diverse high school contexts employing multiple strategies that advance an inclusive perspective. Moreover, among these strategies, several explicitly foster creativity through varied resources, collaborative work, and the use of assistive technologies. Overall, the articles show a significant convergence around multifaceted approaches that design and implement innovative strategies to address student diversity.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15101281
Fuente:Education Database