Culturally Responsive Pedagogy in Inclusive Education: A Systematic Review of Global Practices (2019–2024)

Fuji Lestari; Hadriana Hadriana; Mahdum Mahdum; Hermandra Hermandra; Zetra Hainul Putra

doi:10.59175/pijed.v4i2.856

Authors

Fuji Lestari Universitas Riau, Riau, Indonesia
Hadriana Hadriana Universitas Riau, Riau, Indonesia
Mahdum Mahdum Universitas Riau, Riau, Indonesia
Hermandra Hermandra Universitas Riau, Riau, Indonesia
Zetra Hainul Putra Universitas Riau, Riau, Indonesia

DOI:

https://doi.org/10.59175/pijed.v4i2.856

Keywords:

Culturally Responsive Pedagogy, Global Inclusive Education, Inclusive School Practices, Multicultural Curriculum Integration, Teacher Professional Development

Abstract

Culturally responsive pedagogy, formulated to respect students’ cultural identities, has emerged as an important methodology in improving the quality of inclusive education. This research aims to provide a deeper understanding of how culturally responsive approaches have been learned in inclusive education, as well as identify effective and relevant practices in a global context. This study seeks to assess culturally responsive pedagogy in inclusive education through a systematic review, which allows researchers to take a broad look at the phenomenon through research focused on effective practices and has been implemented in different countries from 2019 to 2024 using Scopus Database as a basis. The method used in this study is a systematic review with PRISMA guidelines. The results show that most of the literature highlights the importance of culturally responsive inclusive educational pedagogy and that multi-stakeholder collaboration and collaboration are essential in its implementation in inclusive schools. It can be concluded that culturally responsive pedagogy connects students’ backgrounds with educational experiences. Multi-stakeholder support and continuous reflection and adaptation are essential for effective educational practices in inclusive schools.

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