Inclusive policies and practices in higher education: A systematic literature review

Abstract This systematic literature review examines research on inclusive policies and practices in higher education institutions published between 2001 and 2021. Six electronic databases (ERIC, Emerald, Web of Science, Wiley Online, Taylor & Francis Online, and Sage journal) were searched. Forty‐three articles met the inclusion criteria and were included in this review. The results suggest that the number of studies on inclusive policies and practices in higher education is gradually increasing. Research on inclusion in higher education primarily focuses on policies, practices and accessibility. Studies reviewed delve into national, regional and university‐level policies. Practices mainly related to curriculum, teaching and learning, and accessibility. The curriculum was projected as critical in facilitating inclusive practices in higher education. The curriculum must be learner‐centred, promote collaboration, use flexible assessment, and provide individual course guides and flexible and expanded learning opportunities for all students. Teaching must be differentiated, use multi‐methods and assessments, and be orchestrated in a conducive atmosphere. Accessibility in terms of physical structures, social environment, attitudinal and digital provision was critical to ensure the inclusion of people who identified as disabled. The findings culminate in the development of an inclusive higher education framework. Implications for research and practice in higher education are highlighted. Context and implications Rationale for this study: This study addresses the lack of a research‐based framework and knowledge on inclusive policies and practices that support students' access and success throughout their studies. Why the new findings matter: The findings provide a comprehensive framework of policies at the national, regional and university level, and of curriculum, teaching and learning, and accessibility practices. Implications for practitioners, policy makers, researchers and general public : Policy makers, university teachers and administration staff can use the framework to assess and reflect on the current policies and practices, but also to develop policies and practices that enhance inclusion in higher education. Considering the framework and the ‘best practices’ focus, university students and the general public can request the implementation of these policies and practices in their higher education institutions. Researchers are provided with a thorough analysis of relevant research work and can respond to the calls for more policy‐focused research at the regional and national level and more studies on socially marginalised groups.