Figure 1
PRISMA diagram of included studies of participatory processes for inclusion in the educational context. Authors’ own elaboration.
Table 1
Screen documents, inclusion/exclusion criteria.
| ID | AUTHORS | ABSTRACT | SCREENING RESULT |
|---|---|---|---|
| 1 | Horgan D.; Martin S.; O’Riordan J.; Maier R. (2021) | Cases with similarities to the INSPIRA Project | Included and reviewed in detail to form the framework |
| 2 | Lakkala S.; Beaton M.C.; Kokko K. (2024) | ||
| 3 | MacMath S.; Salingré B.; Sivia A. (2023) | ||
| 4 | Partington A. (2020) | ||
| 5 | Ali Y.; Caballero G.E.; Shatnawi E.; Dadich A.; […] (2023) | Describing the participatory process | Included for categorization |
| 6 | Becker A. (2022) | ||
| 7 | Caretta M.A.; Pepa M. (2023) | ||
| 8 | Claes E.; Schrooten M.; McLaughlin H.; Csoba J. (2024) | ||
| 9 | Elder S.; Wittman H.; Giang A. (2023) | ||
| 10 | Haga T.S.; Ravn J.E.; Alias O.I.; Greenwood D.J. (2024) | ||
| 11 | Kalbarczyk A.; Perkins S.; Robinson S.N.; Ahmed M.K. (2023) | ||
| 12 | Lees D.; Djordjevic A. (2024) | ||
| 13 | López-López M.J.; Navarro-Abal Y.; Climent-Rodríguez J.A.; Gómez-Salgado J. (2020) | ||
| 14 | Ravneberg B.E. (2024) | ||
| 15 | Segundo C.L.-S.; Frutos-Esteban F.J. (2023) | ||
| 16 | Sonneveld L.; Klapwijk R.M.; Stappers P.J. (2024) | ||
| 17 | Sy M.P.; Pineda R.C.; Cabatan M.C.D.C.; Ching P.E.; […] (2023) | ||
| 18 | Trull-Oliva C.; Molina L.C.; Vizarreta P.V.; Rodrigo-Moriche M.P. (2022) | ||
| 19 | Webb J.; Arthur R.; McFarlane-Edmond P.; Burns T.; Warren D. (2021) | ||
| 20 | Wittich W.; Kröger E.; Aubin G.; Fadhlaoui A.; Anderson N.D.; […] (2021) | ||
| 21 | Bajo Marcos E.; Ordóñez-Carabaño Á.; Rodríguez-Ventosa Herrera E.; […] (2023) | Not describing the participatory process | Not included |
| 22 | Cornwell R.M.; Ross K.; Gibeily C.; Guthrie I.; […] (2024) | ||
| 23 | De Luca C.; Langemeyer J.; Vaňo S.; Baró F.; Andersson E. (2021) | ||
| 24 | Enstroem R.; Schmaltz R. (2024) | ||
| 25 | Foster R.; Turkki N. (2021) | ||
| 26 | Louca C.; Fine P.; Tonni I.; Leung A. (2024) | ||
| 27 | Matthews R.; Rasheed Q.H.; Palmero Fernández M.; Fobbe S.; […] (2019) | ||
| 28 | Mukanga B.; Dlamini S.B.; Taylor M. (2024) | ||
| 29 | Oyebode O.; Fowles J.; Steeves D.; Orji R. (2022) | ||
| 30 | Rodegher S.L.; McGowen L.C.; Hughes M.D.; Schaible S.E.; Muniz A.J.; […] (2024) | ||
| 31 | Sobral C.; Caetano A.P. (2022) | ||
| 32 | Valle-Ramírez A.; Sáez-Gallego N.M.; Abellán J. (2022) |
Figure 2
Frequency of key elements in participatory process from the reviewed studies.
Table 2
Thematic coding of the four core studies and their contributions to inclusive co-creation.
| STUDY | THEMATIC CODING |
|---|---|
| Lakkala, Beaton & Kokko (2024) | Open Dialogue (method for surfacing meaning) Concrete Actions (collaborative strategies) Reframing Roles (professional transformation as a condition for inclusion) |
| Horgan et al. (2021) | Open Dialogue (multi-level stakeholder workshops) Key Informers (child and parent perspectives) Barriers Exploration (linguistic and institutional exclusions) |
| Partington (2020) | Open Dialogue (student-tutor relational models) Understanding Roles (transformation of academic staff and student identities) Concrete Actions (Student Experience Framework and tutoring scheme) |
| MacMath, Salingré & Sivia (2023) | Open Dialogue (faculty reflection and committee decision-making) Concrete Actions (implementation of EDID-aligned admissions changes) Collaborative Research (PAR methodology with institutional stakeholders) |
[i] Note: EDID = Equity, Diversity, Inclusion, and Decolonization.
Table 3
Summary of the four core studies and their relevance to the INSPIRA framework.
| STUDY | FOCUS | METHODOLOGY | STAKEHOLDERS INVOLVED | KEY CONTRIBUTIONS | RELEVANCE TO INSPIRA |
|---|---|---|---|---|---|
| Lakkala, Beaton & Kokko (2024) | Conceptual analysis of participation and agency in inclusive education | Conceptual analysis with abductive logic and dialogic workshops | Educators and researchers | Framing inclusion as requiring professional agency renewal; identification of hidden systemic barriers | Provides a foundational vocabulary and multi-dimensional lens on inclusion |
| Horgan et al. (2021) | Socio-educational integration of migrant children using participatory design | Multi-level participatory workshops and stakeholder interviews | Children, parents, educators, NGO/community stakeholders | Highlighting the centrality of language and belonging; surfacing overlooked cultural needs | Shows structured stakeholder inclusion and contextual adaptation |
| Partington (2020) | Personal tutoring and learner engagement in a marketized higher education system | Theoretical reflection and institutional critique with framework design | Tutors, students, institutional designers | Challenging consumerist student models; supporting student reflexivity through personalized frameworks | Locates co-creation within institutional mechanisms and learner identity formation |
| MacMath, Salingré & Sivia (2023) | Reforming teacher education program admissions through participatory action research | Participatory Action Research with mixed-methods data and iterative cycles | Admissions committee, applicants, faculty | Translating EDID commitments into action; redesigning admissions with equity-focused tools | Models policy-level co-creation and collaborative transformation of access structures |
[i] Note: EDID = Equity, Diversity, Inclusion, and Decolonization.
Figure 3
INSPIRA framework key components for participative inclusion strategies creation. Created with napkin.ai.