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May 11, 2026
Abstract
High-quality education is a fundamental human right recognized worldwide. However, traditional conceptions surrounding the teaching of physics have made it challenging to create truly inclusive classrooms for both educators and students. This narrative review examines the main practices reported in academic literature over the past thirty years that aim to promote inclusion in physics education. Drawing on empirical and theoretical studies, it explores teachers’ and students’ perceptions of physics, the barriers they face, and pedagogical strategies associated with Universal Design for Learning (UDL). The findings suggest that although research on inclusion in physics remains limited, UDL-based practices, and those aligned with its principles, provide a solid framework to diversify students’ means of engagement, representation, and expression. Finally, the review highlights the need to strengthen teacher training and educational policies that foster more accessible and meaningful physics instruction for all learners.
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