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Towards a Sustainable Future in Education: A Systematic Review and Framework for Inclusive Education

Author

Listed:
  • Chuang Yang

    (School of Education, Guangzhou University, Guangzhou 510006, China)

  • Tianjian Wang

    (School of Education, Guangzhou University, Guangzhou 510006, China)

  • Qi Xiu

    (College of Teacher Education, South China Normal University, Guangzhou 510631, China)

Abstract

Inclusive education has become a central issue in global educational reform, advancing the agenda for educational equity and social justice. However, despite significant theoretical and policy developments, research in this field remains fragmented, and no coherent framework currently exists. This study analyzes 3663 SSCI papers published between 2000 and 2024, using Latent Dirichlet Allocation (LDA) topic modeling to identify 15 distinct research themes in inclusive education. By combining LDA with manual coding, four key research areas emerged: concept and connotation, macro needs and support, micro-level implementation, and implementation effects and challenges. These findings highlight the interconnections between policy, practice, and environmental factors shaping inclusive education. Based on these results, an integrated input–process–outcome–feedback (IPOF) framework is proposed to advance the understanding of inclusive education’s evolution, effectiveness, and implementation. This framework offers actionable insights for policymakers and educators, helping to promote inclusive education aligned with Sustainable Development Goal 4 (SDG 4) and advancing global educational equity.

Suggested Citation

  • Chuang Yang & Tianjian Wang & Qi Xiu, 2025. "Towards a Sustainable Future in Education: A Systematic Review and Framework for Inclusive Education," Sustainability, MDPI, vol. 17(9), pages 1-20, April.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:9:p:3837-:d:1641477
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    References listed on IDEAS

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    1. Anna Shutaleva & Nikita Martyushev & Zhanna Nikonova & Irina Savchenko & Vladislav Kukartsev & Vadim Tynchenko & Yadviga Tynchenko, 2023. "Sustainability of Inclusive Education in Schools and Higher Education: Teachers and Students with Special Educational Needs," Sustainability, MDPI, vol. 15(4), pages 1-18, February.
    2. Osnat Zorde & Noam Lapidot-Lefler, 2025. "Sustainable Educational Infrastructure: Professional Learning Communities as Catalysts for Lasting Inclusive Practices and Human Well-Being," Sustainability, MDPI, vol. 17(7), pages 1-24, April.
    3. Ametepee, Lawrence Kofi & Anastasiou, Dimitris, 2015. "Special and inclusive education in Ghana: Status and progress, challenges and implications," International Journal of Educational Development, Elsevier, vol. 41(C), pages 143-152.
    4. Majda Schmidt & Jasmina Denša & Joca Zurc, 2024. "Perceptions of Stress Among Primary School Teachers Teaching Students with Special Educational Needs," Sustainability, MDPI, vol. 16(24), pages 1-14, December.
    5. Noam Lapidot-Lefler, 2025. "Teacher Responsiveness in Inclusive Education: A Participatory Study of Pedagogical Practice, Well-Being, and Sustainability," Sustainability, MDPI, vol. 17(7), pages 1-19, March.
    6. Luis Ortiz-Jiménez & Victoria Figueredo-Canosa & Macarena Castellary López & María Carmen López Berlanga, 2020. "Teachers’ Perceptions of the Use of ICTs in the Educational Response to Students with Disabilities," Sustainability, MDPI, vol. 12(22), pages 1-12, November.
    7. Mahwish Kamran & Sohni Siddiqui, 2024. "Roots of Resilience: Uncovering the Secrets behind 25+ Years of Inclusive Education Sustainability," Sustainability, MDPI, vol. 16(11), pages 1-23, May.
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