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Open research questions in Inclusive Education and Diversity

104 gap statements mined from Inclusive Education and Diversity papers in our 4.5M-paper local library, which holds 1,496 papers on the topic — drawn mostly from each paper's own stated research gap, future-work, challenge and limitation notes, and its abstract. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one.

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What the literature leaves open

  • The practice of pedagogy tends to be standardized, ignoring the diversity of the classroom. The integration of technological resources is limited.

    Prácticas Pedagógicas Inclusivas y su Impacto en el Rendimiento Académico de Matemáticas: Un Estudio en el Primer Grado de Secundaria de la Escuela Patria Mella (2024-2025) · 2026 · DOI

  • Future research should focus on developing teacher training programs. The study suggests the need for more research on the impact of inclusive practices on academic performance.

    Prácticas Pedagógicas Inclusivas y su Impacto en el Rendimiento Académico de Matemáticas: Un Estudio en el Primer Grado de Secundaria de la Escuela Patria Mella (2024-2025) · 2026 · DOI

  • The research highlights the need for innovative pedagogical practices to address difficulties in learning mathematics.

    Las matemáticas en sus competencias empíricas. Análisis vinculado a una experiencia deconstructiva en la docencia · 2026 · DOI

  • The study suggests the need for future validation and adjustment of the instrument.

    Estrategias inclusivas y su influencia en el aprendizaje en estudiantes de posgrado en educación superior · 2026 · DOI

  • There is a need for more research on the effective implementation of inclusive strategies in educational institutions. The study highlights the importance of addressing the challenges faced by teachers in implementing inclusive strategies.

    Estrategias inclusivas para fortalecer el aprendizaje significativo en estudiantes de educación básica. · 2026 · DOI

  • It highlights the need for new perspectives and improvement paths for educational centers.

    AMENABARRO IRAOLA, E. Y OZERINJAUREGI BELDARRAIEN, N. (Coords.) (2025). Educación inclusiva: responsabilidad para el bien común. Barcelona: Octaedro, 320 páginas, ISBN 9788410790797 · 2026 · DOI

  • Restrictions related to rigidity and organization, lack of coordination of educational policies, and the continuity of exclusionary practices in school contexts.

    Estrategias de Gestión Académica para la Educación Inclusiva: Un Enfoque Crítico Sobre la Calidad Educativa en Contextos Escolares Contemporáneos · 2026 · DOI

  • The lack of teacher training in inclusive education is a significant limitation. Insufficient institutional resources also limit the implementation of inclusive strategies. The study does not provide a comprehensive analysis of the challenges faced by teachers in implementing inclusive strategies.

    Estrategias inclusivas para la atención a la diversidad en la educación media superior · 2026 · DOI

  • Future research should investigate the impact of inclusive strategies on student outcomes in different educational contexts. Studies should explore the effectiveness of teacher training programs in inclusive education. Research should examine the role of institutional resources in supporting the implementation of inclusive strategies.

    Estrategias inclusivas para la atención a la diversidad en la educación media superior · 2026 · DOI

  • The lack of accessibility and equality of opportunities for students with disabilities. The need for a comprehensive approach to ensure the inclusion of students with disabilities. The challenge of promoting a change in the culture, policies, and institutional practices.

    CADFILOS. Modelo de Atención para la Inclusión de estudiantes con discapacidad en Educación Superior. · 2026 · DOI

  • The lack of comprehensive support systems for students with disabilities in higher education. The need for a transversal, intercultural, and intersectional approach to ensure the inclusion of students with disabilities.

    CADFILOS. Modelo de Atención para la Inclusión de estudiantes con discapacidad en Educación Superior. · 2026 · DOI

  • The study found that prioritizing academic performance over inclusion is a challenge. The study found that the lack of shared management in schools is a challenge.

    El rol de los equipos directivos en la implementación de políticas de educación inclusiva en escuelas chilenas: un estudio cualitativo · 2026 · DOI

  • There is a gap in the literature on the role of school management teams in implementing inclusive education policies. The study aims to fill this gap by analyzing the perceptions of managers, teachers, and specialists.

    El rol de los equipos directivos en la implementación de políticas de educación inclusiva en escuelas chilenas: un estudio cualitativo · 2026 · DOI

  • Limited attention to sociocultural and economic dimensions. Challenges in implementing Universal Design for Learning and individualized strategies.

    Estrategias pedagógicas aplicadas por los docentes para la atención a la diversidad educativa desde un enfoque integrador transcomplejo · 2026 · DOI

  • The study has a limited sample size of 150 teachers and 18 members of the management team. The study only considers the context of Regional 14 of the Ministry of Education.

    Estrategias pedagógicas aplicadas por los docentes para la atención a la diversidad educativa desde un enfoque integrador transcomplejo · 2026 · DOI

  • Future research should continue to explore the relational processes of inclusion and exclusion in educational settings. It should also investigate the impact of regulatory mechanisms on the experiences of students with complex educational trajectories.

    La inclusión/exclusión narrada desde su cotidianeidad: el análisis de escenas como propuesta metodológica · 2026 · DOI

  • It highlights the need for further research on the narratives of students with complex educational trajectories.

    La inclusión/exclusión narrada desde su cotidianeidad: el análisis de escenas como propuesta metodológica · 2026 · DOI

  • The need to address incompatibilities between Montessori principles and digital logics. The challenge of training teachers to use digital technology in a way that supports Montessori principles.

    Intégration du numérique dans la pédagogie Montessori au préscolaire marocain : enjeux, compatibilités et modèle d’intégration raisonnée · 2026 · DOI

  • The study recognizes the need for further research on the effects of digital technology on young children.

    Intégration du numérique dans la pédagogie Montessori au préscolaire marocain : enjeux, compatibilités et modèle d’intégration raisonnée · 2026 · DOI

  • The challenges identified are the lack of transversal inclusion of intercultural contents in the curriculum and the need for more integral and sustained approaches to intercultural education. The incorporation of intercultural contents in specific courses is not enough to prepare future educators.

    Formación en interculturalidad en estudiantes de educación: un estudio de caso · 2026 · DOI

  • Future research should focus on the development of more integral and sustained approaches to intercultural education. Studies should investigate the impact of intercultural education on student outcomes.

    Formación en interculturalidad en estudiantes de educación: un estudio de caso · 2026 · DOI

  • One challenge is the lack of diversity and inclusion in higher education. Another challenge is the lack of understanding of the perspectives of docenten and studenten on diversity and inclusion.

    Diversiteit en inclusie vanuit het perspectief van docenten en studenten · 2026 · DOI

  • The study highlights the need for further research on the impact of standardization policies on teacher education.

    Políticas de estandarización chilena: Entre la subjetividad normada y performática del profesorado en formación inicial · 2026 · DOI

  • The current approach to inclusion in Initial Teacher Education is superficial and does not transform the curriculum. The essay identifies a gap in the literature, where inclusion is not understood as an ethical and relational experience.

    Desde la inclusión como política de acceso hacia una perspectiva curricular subjetiva: umbral para una ética de la Interpelación · 2026 · DOI

  • There is a notable distance between what is said in regulatory terms and its real application in the educational environment. The concept of quality education has been linked to standardized indicators of academic performance, ignoring essential aspects such as equity, inclusion, and social justice.

    Estrategias de Gestión Académica para la Educación Inclusiva: Un Enfoque Crítico Sobre la Calidad Educativa en Contextos Escolares Contemporáneos · 2026 · DOI

Most-cited papers in Inclusive Education and Diversity

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Open questions raised by papers listed on this page include: (1) Future research should focus on developing teacher training programs (“Prácticas Pedagógicas Inclusivas y su Impacto en el Rendimiento Académico de…”, 2026); (2) There is a need for more research on the effective implementation of inclusive strategies in educational institutions (“Estrategias inclusivas para fortalecer el aprendizaje significativo en…”, 2026); (3) Restrictions related to rigidity and organization, lack of coordination of educational policies, and the continuity of exclusionary practices in school contexts (“Estrategias de Gestión Académica para la Educación Inclusiva: Un Enfoque…”, 2026); (4) The lack of teacher training in inclusive education is a significant limitation (“Estrategias inclusivas para la atención a la diversidad en la educación media…”, 2026); (5) The lack of accessibility and equality of opportunities for students with disabilities (“CADFILOS. Modelo de Atención para la Inclusión de estudiantes con discapacidad…”, 2026). 104 gap statements have been mined from Inclusive Education and Diversity papers in our 4.5M-paper local library, which holds 1,496 papers on the topic; the gaps come from whichever of those papers state one. They are mostly the research gaps the authors state and the papers' abstracts, plus future-work, limitations and challenges passages. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one, so you can read the original claim in context.

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