A Systematic Review of Graduate Theses on Inclusive Education in Turkey

This study aims to examine master's and doctoral theses on inclusive education conducted within the national literature. The research employed the document analysis method, a qualitative research approach that enables the systematic examination of graduate theses. The data source consisted of 70 theses registered in the National Thesis Center system. Theses were selected through criterion sampling, one of the purposeful sampling methods, by including those conducted in the field of education and instruction. Data were analyzed using content analysis based on a thesis review form developed according to the research questions. The findings revealed that 2023 was the year with the highest number of studies at both the master's and doctoral levels. Most theses were prepared in the Department of Classroom Education (n=15). The qualitative method (n=33) was the most preferred, while the mixed-method (n=15) was the least used. The majority of studies (n=49) were conducted with teachers, and the most common data collection tools were interviews (n=38) and scales (n=24). Most theses (n=54) focused on describing the current state of inclusive education, while practice-oriented studies appeared mainly at the doctoral level (n=11). Based on the findings, it is suggested that future studies on inclusive education employ mixed-method designs at the doctoral level, involving different disciplines and stakeholders, to foster a holistic perspective on inclusive education.