Use of virtual reality in clinical skills training in nursing students

Abstract

The study analyzes the role of educational leadership in the implementation of inclusive policies in school institutions, in a context of growing diversity and demand for educational equity. Through an exploratory literature review approach, research published in the last two decades in high-impact databases was systematized, prioritizing studies that addressed factors, practices and barriers associated with school inclusion. The findings reveal that transformative leadership with a shared vision and continuous teacher training are decisive factors in consolidating inclusive environments, while cultural resistance to change and the scarcity of material and human resources are persistent structural barriers that limit the sustainability of these policies. The discussion highlights the tension between inclusive rhetoric and traditional school practices, as well as the need to rethink inclusion as a collective process of cultural transformation and redistribution of opportunities. It is concluded that inclusive leadership requires comprehensive policies that combine sustained investment, professional accompaniment and legitimate institutional frameworks, so that inclusion does not depend solely on individual motivation, but on systemic conditions that make it viable and enduring.