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Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/225100
The Interface Between Inclusion and Creativity: A Qualitative Scoping Systematic Review of Practices Developed in High School
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Inclusive education is a legal right, and its origin is linked to human rights, which has estab-lished a resonance in global movements. In this study, we analyzed inclusive pedagogicalpractices that favor creativity in the high school context. We chose to carry out a qualitativescoping systematic review and defined the inclusion and exclusion criteria in advance toguide the team’s work. We selected articles from the Web of Science database on 14 April2025 (registration: INPLASY202570121; (registered 30 July 2025)), and we performed aquality control check on the reporting using the PRISMA-ScR checklist. We establishedthe timeframe between 2008 and 2025 and identified 368 articles, of which 25 were cho-sen for this study. The data were analyzed with the support of Rayyan and VOSviewersoftware (version 1.6.20). The findings demonstrate a wide range of practices developedacross diverse high school contexts employing multiple strategies that advance an inclusiveperspective. Moreover, among these strategies, several explicitly foster creativity throughvaried resources, collaborative work, and the use of assistive technologies. Overall, thearticles show a significant convergence around multifaceted approaches that design andimplement innovative strategies to address student diversity.
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REGINA ZLUHAN, Mara, et al. The Interface Between Inclusion and Creativity: A Qualitative Scoping Systematic Review of Practices Developed in High School. Education Sciences. 2025. Vol. 15, num. 10, pags. 1281. [consulted: 6 of June of 2026]. Available at: https://hdl.handle.net/2445/225100