Beyond Access: A Systematic Literature Review of Educational Inclusion in Streaming-Based Higher Education
Streaming-based teaching is now an established part of higher education, yet its contribution to educational inclusion depends on more than access to technology. This systematic review examined how empirical research on streaming-based higher education represents educational inclusion and which cond...
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| Autores principales: | , |
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| Formato: | Artículo de revisión |
| Lenguaje: | inglés |
| Publicado: |
2026
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| Materias: | |
| Acceso en línea: | Enlace permanente (DOI o Handle) |
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| _version_ | 1881700535156867072 |
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| author | Benjamin Aaron Paredes Guerra Josué Edison Turpo Chaparro |
| author_browse | Benjamin Aaron Paredes Guerra Josué Edison Turpo Chaparro |
| author_facet | Benjamin Aaron Paredes Guerra Josué Edison Turpo Chaparro |
| author_sort | Benjamin Aaron Paredes Guerra |
| collection | Producción científica |
| description | Streaming-based teaching is now an established part of higher education, yet its contribution to educational inclusion depends on more than access to technology. This systematic review examined how empirical research on streaming-based higher education represents educational inclusion and which conditions facilitate or constrain inclusive participation. Following PRISMA 2020, we searched Scopus and Web of Science (final search: 28 September 2026) for peer-reviewed, primary empirical articles published in English from 2018 onward. Nineteen studies met the criteria. We appraised methodological quality with the Mixed Methods Appraisal Tool and synthesized findings thematically. Inclusion was defined by three non-mutually exclusive dimensions: access and design (all 19 studies) and recognition of learner diversity (15 studies, 78.9%). Pedagogical fit and instructional design (18/19), flexibility and multimodality (17/19), and interaction and social presence (16/19) were the most frequent facilitators. Pedagogical fit and interaction were also reported as barriers in 15 studies each, and connectivity and infrastructure were mainly barriers (14/19). Streaming is therefore not inherently inclusive; its contribution depends on how access, recognition of learner variability, accessible design, pedagogical alignment, and institutional support interact. The proposed Access–Recognition–Design framework is an analytical structure, not a validated model. |
| format | Review |
| id | openalex:W7225644183 |
| institution | UPeU |
| language | English |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| record_format | dspace |
| spelling | openalex:W7225644183Beyond Access: A Systematic Literature Review of Educational Inclusion in Streaming-Based Higher EducationBenjamin Aaron Paredes GuerraJosué Edison Turpo Chaparroinclusive educationonline learningstudent diversityaccessible designinstructional designsocial presencestudent interactionmultimodalityinstitutional supportbarriers to inclusionOnline and Blended LearningInnovations in Educational MethodsEducation during COVID-19 pandemicStreaming-based teaching is now an established part of higher education, yet its contribution to educational inclusion depends on more than access to technology. This systematic review examined how empirical research on streaming-based higher education represents educational inclusion and which conditions facilitate or constrain inclusive participation. Following PRISMA 2020, we searched Scopus and Web of Science (final search: 28 September 2026) for peer-reviewed, primary empirical articles published in English from 2018 onward. Nineteen studies met the criteria. We appraised methodological quality with the Mixed Methods Appraisal Tool and synthesized findings thematically. Inclusion was defined by three non-mutually exclusive dimensions: access and design (all 19 studies) and recognition of learner diversity (15 studies, 78.9%). Pedagogical fit and instructional design (18/19), flexibility and multimodality (17/19), and interaction and social presence (16/19) were the most frequent facilitators. Pedagogical fit and interaction were also reported as barriers in 15 studies each, and connectivity and infrastructure were mainly barriers (14/19). Streaming is therefore not inherently inclusive; its contribution depends on how access, recognition of learner variability, accessible design, pedagogical alignment, and institutional support interact. The proposed Access–Recognition–Design framework is an analytical structure, not a validated model.Reviewhttps://doi.org/10.3390/soc16110392W7225644183enSocieties2075-46982026-11-06 |
| spellingShingle | inclusive education online learning student diversity accessible design instructional design social presence student interaction multimodality institutional support barriers to inclusion Online and Blended Learning Innovations in Educational Methods Education during COVID-19 pandemic Benjamin Aaron Paredes Guerra Josué Edison Turpo Chaparro Beyond Access: A Systematic Literature Review of Educational Inclusion in Streaming-Based Higher Education |
| title | Beyond Access: A Systematic Literature Review of Educational Inclusion in Streaming-Based Higher Education |
| title_full | Beyond Access: A Systematic Literature Review of Educational Inclusion in Streaming-Based Higher Education |
| title_fullStr | Beyond Access: A Systematic Literature Review of Educational Inclusion in Streaming-Based Higher Education |
| title_full_unstemmed | Beyond Access: A Systematic Literature Review of Educational Inclusion in Streaming-Based Higher Education |
| title_short | Beyond Access: A Systematic Literature Review of Educational Inclusion in Streaming-Based Higher Education |
| title_sort | beyond access a systematic literature review of educational inclusion in streaming based higher education |
| topic | inclusive education online learning student diversity accessible design instructional design social presence student interaction multimodality institutional support barriers to inclusion Online and Blended Learning Innovations in Educational Methods Education during COVID-19 pandemic |
| topic_facet | inclusive education online learning student diversity accessible design instructional design social presence student interaction multimodality institutional support barriers to inclusion Online and Blended Learning Innovations in Educational Methods Education during COVID-19 pandemic |
| url | https://doi.org/10.3390/soc16110392 |
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