Since the 1990s, there is a rise in attention to inclusion in education encompassing inclusion in Higher Education (HE), which is an important element of-/and leads to equity in society. HE-teachers are a key factor in improving inclusion in higher education, but little is known about 1) their understanding of inclusion, 2) the challenges they experience for establishing inclusion, and 3) how they characterize inclusive learning environments. In this study, these three aspects were explored using a systematic literature review. From the selected 36 peer-reviewed articles was concluded that even though there is a rise in attention to inclusion in HE in recent years, most attention is still on integrating students with disabilities in regular education instead of the newer broader definition of inclusion ‘for every student’. When HE-teachers’ understanding of inclusion was discussed, they more often had a positive attitude toward inclusion, but it is unclear what this attitude was against (and what is meant by positive/negative) due to the neglect of mentioned definitions of characteristics. HE-teachers’ challenges for inclusion in higher education are internal (lack of knowledge, skills, experience, and confidence) and institutional (lack of resources, support, information, and training). These findings demonstrate the necessity of cooperation between teachers and HE-institutions, in addition to the role of scholars in studying teachers' understanding of inclusion, to improve the inclusive learning environment of students in HE.

中文翻译：

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高等教育教师对包容性和包容性学习环境的理解和挑战：系统文献综述

自 20 世纪 90 年代以来，人们越来越关注教育包容性，包括高等教育 (HE) 的包容性，这是社会公平的重要组成部分。高等教育教师是提高高等教育包容性的关键因素，但人们对以下方面知之甚少：1）他们对包容性的理解；2）他们在建立包容性方面遇到的挑战；3）他们如何描述包容性学习环境。在本研究中，通过系统的文献综述对这三个方面进行了探讨。从选定的 36 篇同行评审文章中得出的结论是，尽管近年来人们对高等教育包容性的关注有所增加，但大多数注意力仍然集中在将残疾学生纳入常规教育，而不是更新的更广泛的包容性定义“每个人”学生'。当讨论高等教育教师对包容性的理解时，他们往往对包容性持积极态度，但由于忽视了上述特征的定义，不清楚这种态度反对什么（以及积极/消极的含义是什么）。高等教育教师在融入高等教育方面面临的挑战是内部的（缺乏知识、技能、经验和信心）和体制的（缺乏资源、支持、信息和培训）。这些发现证明了教师和高等教育机构之间合作的必要性，以及学者在研究教师对包容性的理解方面的作用，以改善高等教育学生的包容性学习环境。