Inclusive Education: Pedagogical Practices and Curriculum Adaptations for Addressing Diversity in Virtual and In-Person Environments

Abstract

In the current educational context, inclusion is positioned as a fundamental principle to guarantee the right to education for all students, especially those facing barriers to learning and participation. This study, conducted through a systematic literature review following the PRISMA protocol, analyses and compares inclusive pedagogical practices and curricular adaptations applied in Ecuador, Mexico, and Argentina, in both face-to-face and virtual settings. The expansion of virtual education, accelerated by the COVID-19 pandemic, has highlighted inequalities and the urgent need for strategies that respond to the diversity of the student body. Despite the existence of public policies and successful experiences in the three countries, there is a recognised lack of systematisation, continuity, and coordination across educational levels, which limits the sustainability of inclusive practices. Implemented actions often depend more on individual commitment than on robust institutional frameworks. Nevertheless, the observed progress offers opportunities for improvement and contextual adaptation. The study concludes that, to achieve truly inclusive, equitable, and sustainable education, it is essential to strengthen teacher training, encourage collaborative work, and consolidate policies that promote an educational culture centred on diversity as a value and a driver of transformation.