Exploring the Integration of Mixed Methods in Inclusive Education Research: A Systematic Literature Review

Mariano Dos Santos

doi:10.59890/ijist.v4i3.307

Authors

Mariano Dos Santos Instituto Católico para Formação de Professores (ICFP) Baucau

DOI:

https://doi.org/10.59890/ijist.v4i3.307

Keywords:

Inclusive, Education, Mixed methods

Abstract

This systematic literature review examines how mixed methods have been integrated into inclusive education research and offers an updated contribution by mapping design trends, methodological quality, and research gaps. Guided by PRISMA 2020, the study reviewed 40 English-language articles indexed in Scopus and published from 2020 to 2024. The review analyzed four key concepts: mixed methods design, data integration, participant involvement, and thematic focus in inclusive education. Convergent design was the most dominant approach, with studies largely addressing teachers’ attitudes, students’ experiences, and professional collaboration. However, many articles showed weak integration procedures, limited student participation, and strong concentration in developed-country contexts. The findings imply the need for more transparent integration, participatory designs, and technology-oriented inclusive education research.

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