An integrative review of the genesis of inclusiveness in higher education

Purpose The study builds on the literature of inclusive higher education, which describes the constructs and challenges of inclusive HE. The study emphasizes the factors responsible for inequality in HE limiting fairness and social justice. The study discusses the critical aspects of inclusive HE for policy directives and new strategic actions. The study describes the essential concepts and dimensions of inclusiveness in HE which support the development of new policy directives, strategic actions at the institutional level and higher stakeholder engagement. Design/methodology/approach The study is a comprehensive review of the concept of inclusive HE. It attempts to explore the concepts of inclusive HE, its enablers and barriers based on a library search of an online database of Scopus. The research adopts the PRISMA model, an approach which is derived from healthcare studies which are inspired by a rigorous and systematic approach. Findings The findings conclude on the apprehension at the institutional policies and practices framework on accessibility, affordability and competence measurement. The study concludes country country-specific restrictions in addressing learners’ diversity and the dearth of financial support in the form of crowdfunding apart and scholarships are critical dimensions of HE, which is an unexplored area of research in higher educational studies. Practical implications Inclusive higher education (HE) advocates social justice with equal rights and opportunities for education, which has recognized the need for policies and practices to promote diversity, equity and inclusion in education. The multi-stakeholder engagement for curriculum and pedagogy development would address the challenge of diversity. Future studies can be directed at examining the campus climate and outcomes of inclusive education and devising an evaluation framework for universal inclusive HE. Originality/value The study brings out the drivers that restrict the fairness in the HE system. The paper discusses diverse literature and identifies the relevant gaps in the strategic orientation of inclusive HE. The research sets the context for understanding the concept of inclusivity in HE in totality through a comprehensive review of extant literature, which sets the direction for future policy directives to address the existing research gaps in the HE institutional framework.