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Artículos de Revisión

Vol. 5 Núm. 10 (2025): Revista Simón Rodríguez

Competencias docentes para educación inclusiva: Revisión Sistemática

Teaching competencies for inclusive education: A systematic review
Publicado
2025-11-24

Las competencias docentes inclusivas constituyen habilidades esenciales para brindar educación justa y equitativa. Esta investigación tiene como objetivo analizar el desarrollo de competencias docentes inclusivas mediante revisión sistemática. El estudio empleó estrategia de búsqueda en bases de datos Scopus, Web of Science y Scielo, utilizando palabras clave en español e inglés, siguiendo el protocolo PRISMA 2020. Se analizaron 200 estudios, seleccionando 22 artículos sobre competencias docentes inclusivas y sus dimensiones: nivel de formación, estrategias inclusivas y desafíos. Los resultados determinaron competencias inadecuadas, nivel de formación inicial bajo que mejora con capacitación, estrategias basadas en Diseño Universal para el Aprendizaje (DUA), prácticas de alto impacto y evidencia. Los principales desafíos incluyen limitaciones en formación docente, factores actitudinales y condiciones institucionales. Se concluye que el desarrollo de competencias inclusivas docentes constituye un campo de investigación en crecimiento que requiere atención integral desde múltiples perspectivas institucionales, metodológicas y culturales.

Inclusive teaching competencies are essential skills for providing fair and equitable education. This research aims to analyze the development of inclusive teaching competencies through a systematic review. The study employed a search strategy in the Scopus, Web of Science, and SciELO databases, using keywords in Spanish and English, following the PRISMA 2020 protocol. Two hundred studies were analyzed, selecting 22 articles on inclusive teaching competencies and their dimensions: level of training, inclusive strategies, and challenges. The results identified inadequate competencies, a low level of initial training that improves with professional development, strategies based on Universal Design for Learning (UDL), high-impact practices, and evidence. The main challenges include limitations in teacher training, attitudinal factors, and institutional conditions. It is concluded that the development of inclusive teaching competencies is a growing field of research that requires comprehensive attention from multiple institutional, methodological, and cultural perspectives.

Número:
Vol. 5 Núm. 10 (2025): Revista Simón Rodríguez
Sección:
Artículos de Revisión

Referencias

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