Prácticas educativas inclusivas para estudiantes migrantes: una revisión sistemática de la literatura de la última década

This study conducted a systematic review of publications that have investigated inclusive educational practices for migrant students in Chile, from 2015 to 2025. The methodology used was guided by the Prisma 2020 guidelines, considering the WoS and Scopus databases as sources of information and article search. After applying inclusion and exclusion criteria, along with specific identification and selection processes, 13 articles were obtained, which were subsequently analyzed through a thematic analysis interwoven with documentary analysis techniques. The results showed three themes that characterize this type of research: contextual factors that influence educational practices, institutional educational practices, and classroom educational practices. It is hoped that the results of this research will serve as a reference for the educational community in developing research aims to reduce the gaps between the discourse of inclusion and the reality of educational practices at different levels of the system, and achieving greater coordination between policies, practices, and pedagogical strategies.