Inclusive administrative policies and practices: systematic analysis for educational inclusion and administrative training in Guayaquil

Abstract

Educational inclusion requires administrative management that implements policies and trains its personnel. In Guayaquil, the consolidation of this administrative dimension remains an emerging field of inquiry. The objective of this study is to analyze, through a systematic review, the scientific evidence on inclusive administrative policies and practices to inform the training of administrative staff. The systematic review followed the PRISMA 2023 statement. The search was conducted in Scopus, Web of Science. ScieLO, and Redalyc (2018 – 2023) on this topic. Of the records identified, 28 studies met the inclusion criteria. The analysis revealed, three thematic axes: 1) the need for explicit institutional policies that mainstream inclusion across all administrative processes; 2) the lack of training programs to equip administrative staff with competencies in accessibility, non- discriminatory communication and attention to diversity; and 3) the importance of leadership in fostering an inclusive organizational culture. There is theoretical consensus regarding the critical importance of the administrative dimension for inclusion; however, a significant gap persists in its operational and training – related implementation. For this context, the development of a structured training plan for administrative staff is recommended, grounded in clear and evaluable institutional policies, so that inclusion becomes an everyday management practice.