A Systematic Review of Inclusive Education Strategies for Students of Determination in Higher Education Institutions: Current Challenges and Future Directions

Abstract

This systematic review critically examines the inclusive education practices for Students of Determination (SoDs) in Higher Education Institutions (HEIs), focusing on the specific case of the United Arab Emirates (UAE). The research will demonstrate best practices, key challenges, and most researched and less researched areas. In line with the PRISMA framework and using thematic analysis, this review synthesizes the findings of 41 peer-reviewed articles that focus on instructional practices, technological solutions, staff training, and institutional support. The results suggest that, globally, higher education institutions (HEIs) are increasingly adopting inclusive education policies, and that they are finding it challenging to implement these practices effectively, especially in the UAE. Important obstacles include restricted instructor education, variable institutional processes, and accessibility limitations. In addition, the use of assistive technologies has been shown to have positive outcomes, yet it remains underused because of the infrastructure and the training of faculty and students. This paper gives evidence-based suggestions to educational institutions like colleges or universities to make them more inclusive through better-trained faculty, better institutional policies, and the incorporation of assistive technologies. Also, the findings provide UAE-specific policy implications that underscore the importance of a well-defined national framework to support SoDs. Future studies must be longitudinal in nature, involving evaluations of the extent to which the strategies exert effects on SoDs’ academic performance and social inclusion.