Resumen

VILLANUEVA CANDIOTTI, Graciela Maribel; SALAZAR BALAREZO, Berta Amelia; SELMAN DENNIS, Condeso Camizan  y  PILAR BUENO, Walter Társilio. Educational Management and Inclusive Education in Latin America: A Systematic Analysis. Tribunal [online]. 2025, vol.5, n.12, pp.839-858.  Epub 01-Jul-2025. ISSN 2959-6513.  https://doi.org/10.59659/revistatribunal.v5i12.241.

Educational management is key to achieving inclusive basic education through three fundamental dimensions: transformational leadership, continuous teacher training in inclusive practices, and pedagogical innovation adapted to student diversity. This systematic review aimed to analyze the specific influence of these dimensions on the implementation of inclusive practices in basic education institutions in Latin America, understanding “influence” as the ability to generate measurable changes in pedagogical practices and educational outcomes for students with SEN. The PRISMA 2020 methodology was applied, using inclusion/exclusion criteria and searches in Scopus, SciELO, and Web of Science (2018-2024). Of 1,502 initial records, 12 empirical studies (0.8%) were selected. The results indicate that managerial leadership increases inclusive practices by 34% (n=5), teacher training improves attention to SEN by 28% (n=4), and pedagogical innovation increases student participation by 31% (n=3). It is concluded that effective inclusive educational management requires the simultaneous integration of all three dimensions.

Palabras clave : Educational management; Inclusive education; Transformational leadership; Teacher training; Pedagogical innovation.

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