Diversity in university education: A study in the Latin American context

Introduction: In recent decades, studies on inclusive university education and diversity have increased to evaluate access to higher education and the permanence of vulnerable groups in universities. This study aims to analyze diversity in higher education in the Latin American context. Methods: The article is qualitative and documentary, based on the leading scientific publications on university education and diversity. The research is approached from the hermeneutic-interpretative approach and the principle of Analytical Induction. Grounded Theory is adopted as a qualitative research method to identify theoretical-conceptual elements and their interrelations. Results: The results show the formation of two subcategories: The first subcategory is "Teacher profile," which refers to specific characteristics of the teacher who recognizes diversity and works with diversity, and the second subcategory is "University context," which refers to the educational process that universities carry out to achieve teaching-learning models that consider diversity. In this sense, "Diversity in university education" emerges, resulting from a diversification of higher education institutions and administrative and institutional differentiation. Conclusions: Diversity in universities is key to students' development of learning, skills, and critical thinking, which is closely linked to social justice and the proper exercise of democracy.