Educational inclusion and its impact on academic performance: an analysis in higher education

Abstract

This study analyzes the implementation of inclusive education in higher education and its relationship with students’ academic performance. The research was conducted using a quantitative approach with a descriptive–correlational design, applying a Likert-scale instrument to assess students’ perceptions of key dimensions of inclusive education, including access to resources, curriculum adaptation, use of inclusive technologies, teacher support, and classroom environment. The findings reveal a generally positive perception of inclusive practices, particularly highlighting the use of technological tools and the presence of a supportive learning environment. However, areas for improvement were identified in curriculum adaptation, suggesting the need to strengthen more flexible and innovative pedagogical strategies. Additionally, a direct relationship was found between the level of implementation of inclusive strategies and academic performance, indicating that students in more inclusive environments achieve higher academic outcomes. These results support the conclusion that inclusive education not only promotes equity but also positively influences student achievement. Therefore, the study emphasizes the importance of fostering institutional policies, continuous teacher training, and the effective use of technology to consolidate inclusive and high-quality educational environments in higher education.