Inclusive education models among developed and developing countries, and the Philippines: A comparative systematic literature review

Abstract

Inclusive education has become a central principle in global education policy, emphasizing equitable access and the right of all learners, particularly marginalized groups, to participate fully in school. This study conducts a Comparative Systematic Literature Review (CSLR) to examine inclusive education models across developed and developing countries, with a specific focus on the Philippines. The study followed PRISMA 2020 guidelines to ensure transparency and rigor. Peer-reviewed articles, policy documents, and empirical studies were systematically searched, screened, and analyzed. Inclusion and exclusion criteria refined the selection, while thematic coding identified patterns across domains. Results show that students with disabilities remain the primary focus of inclusive education worldwide. However, developed countries broaden this scope by addressing socio-economic disadvantage, cultural and linguistic diversity, mental health, and giftedness. The Philippines and comparable developing nations primarily concentrate on disability inclusion, often overlooking other marginalized groups such as indigenous peoples, advanced learners, and LGBTQIA+ students. Strategies also differ: developed systems employ interconnected methods including differentiated instruction, Individualized Education Programs (IEPs), teacher professional development, social-emotional learning, and equitable resourcing. In contrast, the Philippines relies on fragmented approaches, often hindered by insufficient infrastructure, inadequate teacher training, and limited policy enforcement. Barriers across contexts include teacher readiness, resource inequity, persistent stigma, and systemic inefficiencies, though their intensity varies with economic and cultural conditions. Inclusive education is not a uniform concept but is shaped by local resources, institutional capacity, and cultural values. Developed countries demonstrate systemic, hybrid approaches, while developing contexts, including the Philippines, face persistent implementation gaps.