UNESCO and Inclusive Education: Historical Foundations of Global Policy and Contemporary Innovative Models

Abstract

Background and purpose. In the contemporary global education landscape, a gap between the declarative policy of inclusion and its actual school-level implementation has led to the growing phenomenon of “pseudo-inclusion.” Simply placing students in mainstream classrooms does not ensure their full participation in cognitive and social learning processes. In this context, the purpose of this study is to theoretically justify the effectiveness of integrating the Whole Education Approach (WEA) and generative artificial intelligence as a means of addressing this gap and implementing a constructivist paradigm in inclusive education. Materials and methods. The study was conducted using a qualitative systematic literature review design. Following PRISMA guidelines, 16 high-impact scientific publications from 2016–2026 were selected from Scopus, Web of Science databases, and UNESCO official reports. The analysis employed thematic content analysis, historical-comparative analysis, and synthesis methods. Results. The findings indicate that generative artificial intelligence has transformative potential in implementing the principles of Universal Design for Learning by automatically adapting learning content and optimizing cognitive load. It supports meaningful knowledge construction by scaffolding learners within their Zone of Proximal Development and enhances accessibility through multimodal support, reducing linguistic and sensory barriers. However, these technologies produce systematic educational outcomes only when integrated within the Whole Education Approach (WEA) ecosystem. In addition, algorithmic bias and risks of digital inequality were identified, emphasizing the need for strict ethical governance and digital safeguarding mechanisms. Conclusion. An effective model of inclusive education in the 21st century requires an organic synergy between macro-level governance structures  and micro-level technological personalization . The proposed integrated framework reduces pseudo-inclusion and contributes to the development of a more equitable and adaptive educational environment.