Mapping Inclusive Education Studies in International Journals
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Abstract
This study delineates the global scope of inclusive education research published in international journals from 2000 to 2025 by bibliometric and scientometric methodologies. Data from Scopus and Web of Science were examined to discern publishing trends, theme clusters, collaboration networks, and emerging research fronts. The findings indicate that inclusive education has transitioned from a focus on special needs to multidimensional frameworks that prioritize fairness, digital accessibility, and universal design for learning. The United States, United Kingdom, and Australia lead the research network, with increasing contributions from Indonesia, India, and Brazil. Visualizations of keyword co-occurrence and density demonstrate robust theme integration across pedagogy, technology, and human development. Notwithstanding advancements, global inequalities endure, underscoring the necessity for enhanced inclusive cooperation and tailored methodologies. The study theoretically redefines inclusion as a dynamic, transdisciplinary domain and provides practical insights for policymakers, educators, and academics to improve equity in global education.
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