Inclusion in higher education in Argentina, Colombia, and Ecuador: Conceptualizations, advancements and challenges in access, retention, and graduation

Abstract

Despite mounting political and social pressures to ensure the inclusion of historically marginalized groups in higher education, progress in Latin America remains insufficient. This study examined how inclusive education was conceptualized at the university level in Argentina, Colombia, and Ecuador, and identified the advancements and challenges for diverse student groups in terms of access, retention, and graduation. This qualitative comparative study was based on an analysis of official documents on inclusive education from the three countries and on in-depth interviews with experts and leaders of inclusion programs from public and private universities in each country. The study revealed a growing awareness of the rights of diverse groups entering higher education and identified distinct conceptualizations of inclusion. While there has been some progress in terms of increasing access for traditionally marginalized groups, significant challenges persist regarding retention, degree completion, and employment opportunities. The study provides opportunities to reflect on how universities could promote more inclusive policies, cultures, and practices. It suggests that this could be achieved by considering faculty training, flexibility, and more diverse curricula. The study expands the discussion on how universities can fulfill their social responsibilities and respond with relevance to increasingly diverse populations and cultures.