Resumen

URQUIZO ESPARZA, Ruby Liz  y  ORIHUELA TICONA, Richar Cristian. Inclusive classroom climate and adolescent learning achievement: A systematic review of the state of the art. Revista InveCom [online]. 2026, vol.6, n.2, e602039.  Epub 08-Ago-2025. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.15883216.

Inclusive education is based on processes and methods that seek to respond to the diverse needs of learners in order to achieve effective learning. For the construction of this study, the state of the art of inclusive practices applied in Peruvian educational contexts was considered. Two categories of analysis were defined: the inclusive classroom climate and learning achievements. In terms of methodology, a qualitative approach was used, aimed at describing theories and cases related to inclusive education published between 2020 and 2025. A systematic review was conducted using the PRISMA model, selecting 30 articles based on the following descriptors: classroom climate, learning achievement, teacher training, and inclusive education. It was concluded that a favorable climate promotes motivating teaching, generating commitment to the teaching profession based on vocation, which favors learning processes. It is also important to identify strengths and reinforce the achievements of students within a consistent and positive emotional climate.

Palabras clave : inclusive education; learning; educational strategies.

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