Inclusive education and educational inequality: structural challenges in the face of school failure

This study analyzes inclusive education as a fundamental approach to promoting equity and quality within educational systems, in close relation to school failure and educational exclusion. Based on a qualitative design grounded in theoretical review and document analysis, the research examines diverse conceptual, policy, and pedagogical perspectives that contribute to understanding the complexity of inclusion in education. The findings reveal that inclusive education goes beyond the mere incorporation of students into the school system, requiring profound transformations in pedagogical practices, institutional structures, and public policies. Furthermore, school failure and educational exclusion are identified not as isolated issues but as outcomes of interconnected social, economic, and institutional factors. In this regard, limitations in the implementation of inclusive approaches are associated with the persistence of traditional educational models characterized by standardization and curricular rigidity. The discussion highlights the importance of adopting comprehensive strategies, including teacher training, curriculum flexibility, and the strengthening of equity-oriented policies. It is concluded that advancing toward inclusive education requires a systemic perspective that integrates different levels of the educational system, as well as the commitment of all stakeholders involved. This study provides a critical reflection that contributes to understanding the challenges and opportunities of inclusive education in contemporary contexts.