Cooperative Learning in Visual and Plastic Arts Education for the Promotion of Heritage Education

Abstract

Inclusive education is an essential approach to ensuring the right to quality education, particularly for individuals in vulnerable situations, such as those with disabilities. This systematic review analyzes policies, strategies, and action mechanisms implemented between 2020 and 2024 in Latin America, aiming to identify progress, challenges, and best practices in educational inclusion. Despite regional efforts, structural, technological, and training-related barriers continue to hinder equity. In countries like Ecuador and Chile, public policies, curricular adaptations, and teacher training have been promoted, while in Colombia and Mexico, cooperative learning, continuous professional development, and the use of digital resources stand out. Uruguay has strengthened co-teaching in rural classrooms, and overall, teacher involvement, curricular flexibility, state commitment, and support from international organizations are key elements in advancing truly inclusive education. However, many nations still face setbacks due to a lack of resources, inflexible education systems, and insufficient adapted infrastructure. Inclusion requires not only political reforms but also a cultural and pedagogical transformation that enables attention to diversity across all educational levels. Ultimately, inclusive education must be addressed from a comprehensive perspective, promoting coordinated actions among educational stakeholders, governments, and civil society to reduce gaps, ensure equity, and strengthen teaching and learning processes centered on diversity.