Authors : Adriana Dias Penha; Cynthia Almeida De Souza; Evanilde Mariano Dos Santos; Felipe Gramonski Dos Santos; Fernanda Guimarães Silva Ribeiro; Jorge Martins Fagundes; Laís Jéssica De Oliveira Veloso; Maria Eneida Da Silva Pinheiro Almeida; Paulo Roberto De Araújo; Claubério Nascimento Da Silva

Volume/Issue : Volume 11 - 2026, Issue 2 - February

Google Scholar : https://tinyurl.com/474wyrm4

Scribd : https://tinyurl.com/mry95vnm

DOI : https://doi.org/10.38124/ijisrt/26feb1478

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Inclusive education has consolidated itself as a central axis in contemporary educational agendas, being recognized as a fundamental mechanism for promoting equity and reducing educational inequalities in contexts marked by social, cultural, and cognitive diversity. Despite normative and policy advances, structural challenges persist that limit the effective operationalization of equity, including gaps in teacher training, institutional barriers, infrastructure limitations, and difficulties in integrating inclusive pedagogical practices. In this context, understanding contemporary challenges and identifying emerging practices becomes essential to strengthen the capacity of educational systems to promote sustainable and equitable inclusion. Therefore, this study aimed to analyze contemporary challenges and emerging practices associated with inclusive education and equity through an integrative literature review. Data collection was conducted in the Web of Science Core Collection database using descriptors related to inclusive education, equity, and educational practices, initially resulting in 344 records. After applying inclusion criteria — open access, review articles, and a time frame between 2021 and 2026 — 17 studies were selected for full analysis. The results indicated that promoting equity in inclusive education depends on multiple interrelated factors, including systemic educational leadership, teacher professional development, adoption of innovative pedagogical practices, integration of educational technologies, and strengthening of inclusive public policies. Furthermore, emerging technologies such as artificial intelligence and adaptive digital environments were found to have significant potential to enhance accessibility and personalize learning, although their effectiveness depends on institutional capacity and resource availability. It is concluded that inclusive education represents a continuously evolving process whose effectiveness depends on the articulation between public policies, pedagogical innovation, professional development, and institutional support, being essential for the construction of more equitable, inclusive, and sustainable educational systems.

Keywords : Inclusive Education; Educational Equity; Emerging Practices; Integrative Literature Review; Educational Inclusion; Educational Policy; Pedagogical Innovation; Educational Technology.

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