A Sociological Perspective on Character Building of Students in Inclusive Schools: A Systematic Literature Review

Abstract

Purpose: This study aims to analyze the contribution of inclusive education to student character development using a systematic approach to various national and international studies with an emphasis on social interaction, teacher practices, school culture, and inclusive values.

Design/Methodology/Approach: This study used the Systematic Literature Review (SLR) method with the PRISMA model through four steps: (1). Identification, (2). Screening, (3). Eligibility, and (4). Inclusion. Articles with the keywords "inclusive schools," "inclusive education," and "character development and sociological perspectives" were retrieved from the Scopus database. Approximately 20 articles met the inclusion criteria and were analyzed using thematic analysis techniques to identify the main themes and patterns of character development in the context of inclusive education.

Results/Findings: Inclusive education plays a strategic role in shaping students' social character. Students' character is shaped through collaborative social and cultural processes at school. The SLR results show that inclusive education plays a strategic role in developing students' social character through collaborative school activities and social processes. Three main topics were discussed: (1). The role of teachers as empathetic and fair social agents, (2). An inclusive school culture that fosters solidarity and respect for differences, and (3). Inclusive leadership that fosters cooperation among students.

Originality: There is still minimal research discussing the sociological perspective on how social interactions between regular students and students with special needs occur in inclusive schools. This study focuses on the sociological aspects of inclusive education, examining how school social structures, norms of togetherness, and norms of interaction shape the collective characteristics of students, requiring theoretical understanding and providing practical guidance for the development of an inclusive and equitable school culture.