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Mufida Hamdani
Universitas Sarjanawiyata Tamansiswa, Yogyakarta

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Inclusive Learning Environments in Higher Education: A Systematic Literature Review Mufida Hamdani; Ervina Ariesandy; Asmarani Asmarani; Rita Setyawati
Nusantara Education Studies Vol. 2 No. 1 (2024): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-459

Abstract

Inclusive learning environments have become an important priority in higher education as universities seek to promote educational equity, accessibility, and meaningful participation for increasingly diverse student populations. This study examines inclusive learning environments through a Systematic Literature Review (SLR) using the PRISMA 2020 framework. Studies published in the last five years were systematically collected from major academic databases and analyzed using thematic synthesis. The review identifies five major themes: the evolution of inclusive learning, the core dimensions of inclusive learning environments, institutional approaches supporting inclusion, educational impacts, and future directions. The findings indicate that inclusive learning environments enhance student belonging, engagement, participation, and equitable academic achievement through institutional commitment, inclusive pedagogy, Universal Design for Learning, and comprehensive student support services. The study concludes that sustainable inclusion requires coordinated institutional strategies that integrate accessibility, diversity, equity, and learner-centered educational practices throughout higher education.
Educational Policy for Sustainable School Quality Improvement Divanisti Wahyuriani; Asril Abdillah; Mufida Hamdani
Nusantara Education Studies Vol. 2 No. 2 (2024): December Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-526

Abstract

Improving school quality is a strategic priority in educational development because it determines the effectiveness of learning processes and the development of students' competencies. This article aims to analyze the role of educational policy in improving school quality through strengthening school leadership, teacher professionalism, educational management, quality assurance systems, and educational transformation. This study employed a literature review method by analyzing academic sources published over the last five years related to educational policy and school quality improvement. The findings indicate that educational policy functions not only as a regulatory framework but also as an instrument for change that promotes innovation, accountability, and continuous improvement. Successful policy implementation is strongly influenced by school leaders' capacity to manage change, teachers' readiness to develop professional competencies, and the effectiveness of evaluation and quality assurance mechanisms. Educational transformation, including the implementation of the Independent Curriculum, requires an integrated approach involving policy frameworks, human resources, and school culture. Therefore, sustainable school quality improvement should be developed through comprehensive strategies involving all components of the educational ecosystem.
Co-Authors Asmarani Asmarani Asril Abdillah Divanisti Wahyuriani Ervina Ariesandy Rita Setyawati