Inclusive higher education and pedagogical autonomy: Analysis of two Ibero-American Contexts

Abstract

Getting educational Ensuring that educational institutions respond to social demands and legal requirements as a sign of quality and excellence is a current challenge. This work aims to understand the relationship between teaching autonomy and inclusion in the field of higher education in two Latin American realities: the Spanish and Colombian, in order to establish a theoretical basis in relation to the subject of study. To this end, the theoretical-reflexive review was used as a method based on an exhaustive search in the Web of Science database. The findings point out how pedagogical autonomy acts as a promoter of inclusion as a question of educational quality and social responsibility, despite the fact that there is a disconnect between the regulations and their practical implementation, highlighting the need for teacher training and the establishment of a universal design for Inclusive Higher Education as part of the exercise of institutional pedagogical autonomy. The implications of this work for Ibero-American higher education institutions involve changes in both management and educational policy.