Abstract

Inclusive education has become a central priority within the educational agenda of the European Union over the past decade. Influenced by international human rights frameworks, particularly the United Nations Convention on the Rights of Persons with Disabilities (CRPD), European educational systems have progressively shifted from segregated and integration-based models toward broader inclusion-oriented approaches. This narrative review examines the evolution of inclusion policies across EU educational systems between 2015 and 2025. The review synthesizes policy documents, European Commission reports, research literature, and comparative educational studies focusing on disability, social inclusion, migrant education, equity, digital accessibility, teacher preparation, and systemic reform. Findings indicate that although significant progress has occurred in legislative harmonization, accessibility frameworks, and inclusive pedagogies, considerable disparities remain among Member States regarding implementation, funding, teacher preparedness, and equitable participation. The review further highlights the growing emphasis on whole-school approaches, Universal Design for Learning (UDL), digital inclusion, and intersectional understandings of educational disadvantage. Persistent barriers include inadequate teacher training, insufficient interdisciplinary support, and structural inequalities affecting marginalized groups. The article concludes that the future of inclusive education in Europe depends on systemic transformation rather than isolated interventions, requiring coordinated policy alignment, sustainable funding, and culturally responsive pedagogies.