How effective are inclusive pedagogies in higher education? A meta-review

Inclusive pedagogies refer to teaching, assessment and curriculum design approaches that aim to meet the needs of the diversity of students and particularly those who have been historically excluded from higher education. While inclusive pedagogies alone cannot fully solve the complex dilemmas related to making higher education more inclusive, they hold the power to influence the lives of students and teachers alike. Inclusive pedagogies hold a promise for more inclusive futures of higher education since they are something any teacher can take part in, even if inclusive higher education policies and discourses lag. The question we address in this meta-review study is: How influential are inclusive pedagogies in shaping higher education into a more inclusive space? Drawing on a meta-narrative approach, we synthesise the accumulated knowledge base concerning inclusive pedagogies by focusing on review articles (2014–2024). We analyse 22 review articles and unpack the effects of inclusive pedagogies on students and teachers, as well as on pedagogical practices and policies. Our review emphasises the complex effects of inclusive pedagogies that are tied to how “inclusivity” is understood in the first place. Overall, earlier reviews demonstrate the significant positive impact of inclusive pedagogies on fostering more inclusive futures in higher education. Building on this synthesis, we explore the role of inclusive pedagogies within the ecosystems of higher education, highlighting their potential to shape both inclusive and exclusive dynamics.