Inclusion, equity and diversity in contemporary universities
DOI:
https://doi.org/10.62452/vpsa3b49Keywords:
Educational inclusion, equity, diversity, higher education, inclusive policies, social justiceAbstract
This article analyzes inclusion, equity, and diversity as fundamental pillars for the transformation of higher education in the contemporary context. Their importance lies in the fact that these dimensions not only respond to principles of social justice but also strengthen educational quality, innovation, and the formation of citizens capable of thriving in diverse societies. The study aimed to examine how higher education institutions implement inclusive access policies and support programs for historically marginalized populations, as well as to analyze the representation of diversity in key areas such as teaching, research, and university leadership, considering factors such as gender, socioeconomic background, disability, and cultural diversity. Methodologically, a descriptive-analytical qualitative approach is employed, based on a systematic review of recent academic literature (2021–2026). The analysis is conducted using content analysis, thematic categorization, and comparative studies, allowing for the identification of trends, best practices, and common challenges across different contexts. Among the main findings, it is evident that, although there has been progress in inclusive policies, gaps persist in representation and equitable participation. It is also highlighted that inclusion must go beyond access, incorporating strategies that ensure retention and academic success. Finally, significant challenges are identified, such as institutional resistance, the difficulty in evaluating the impact of policies, and the sustainability of programs, which require a structural and ongoing commitment.
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