La educación superior y la inclusión: Barreras, desafíos y oportunidades en el aula

Abstract

The democratization of higher education has promoted access for historically marginalized groups, but true equity demands transforming classroom dynamics. This study aims to analyze higher education and inclusion, identifying the main barriers, institutional challenges, and opportunities for pedagogical innovation to ensure successful academic trajectories. Methodologically, a qualitative documentary research was conducted through a systematic literature review following the PRISMA protocol guidelines, analyzing 25 scientific articles from the last decade. The results show that, although physical barriers have decreased, a "silent exclusion" persists, driven by curricular rigidity, methodological inflexibility, and various attitudinal barriers. The main challenge lies in the deep disconnect between inclusive institutional regulations and daily teaching practices, exacerbated by a lack of pedagogical training among the faculty. Conversely, the main opportunities for innovation are found in the application of Universal Design for Learning (UDL), the use of active pedagogies, and the co-creation of curricula alongside students. It is concluded that merely guaranteeing university access is insufficient and misleading without a profound didactic transformation; therefore, institutions must overcome an assistentialist vision, provide their faculty with technical and emotional training, and position inclusion not as an annexed compensatory policy, but as the central axis of academic quality and excellence.