Inclusive education strategies to promote safe and accessible learning environments: a systematic review

Abstract

Insufficient teacher training, a lack of accessible resources, inadequate infrastructure, and non-inclusive attitudes limit students’ full participation. This situation creates educational environments that are not entirely safe, accessible, or equitable, and it particularly affects students with disabilities or those belonging to vulnerable groups. The research examined inclusive education strategies that promote safe, accessible, and equitable learning environments, identifying barriers, evaluating existing practices, and proposing actions and guidelines to strengthen inclusion. To this end, a systematic literature review with a qualitative and descriptive-analytical approach was conducted, following the PRISMA 2020 guidelines. Studies published between 2022 and 2026 were selected that provided evidence on inclusive pedagogical strategies, technological adaptations, institutional guidelines, and social-emotional support programs. The studies were evaluated to ensure methodological validity and reduce the risk of bias. The results show that physical, pedagogical, and attitudinal barriers that hinder inclusion persist, while strategies such as Universal Design for Learning, cooperative learning, participatory methodologies, the use of inclusive technologies, and social-emotional support programs have a positive impact on accessibility and student participation. Likewise, the implementation of clear institutional guidelines and teacher awareness programs contributes to the creation of safe and equitable environments. To ensure effective inclusion, clear institutional policies must be established, teachers must be trained, resources and methodologies must be adapted to individual needs, and social-emotional support programs must be promoted.