INCLUSIVE PRACTICES OF UNIVERSITY FACULTY IN THE CLASSROOM: A REVIEW OF THE LITERATURE

Transforming universities into inclusive educational spaces is one of the pending challenges. There is a series of adjustments are required to make it possible to develop new ways of dealing with diversity. This article aims to synthesize the studies on the inclusive practices of university professors in the classroom. The work was carried out through a literature review of scientific research published between 2010 and 2022. The main results establish that faculty attitudes toward attention to diversity are fundamental to inclusive practices. Similarly, we see the implementation of different methodologies that promote inclusion. In addition, commitment to teaching is vital in the pedagogical task. On the other hand, the study identifies limitations and challenges in the generation of inclusive practices at the university. In conclusion, generating inclusive educational practices in the classroom implies having university teachers trained in educational inclusion from a broad perspective.