FEMALE EDUCATORS IN THE CONSTRUCTION OF INCLUSIVE AND EQUITABLE EDUCATION: TRENDS AND CONTRIBUTIONS FROM A BIBLIOMETRIC PERSPECTIVE

Abstract

This article aims to identify the trends and contributions of female educators in the construction of inclusive and equitable education in higher education. The central research question guiding this study is: Can thematic mapping analysis reveal the trends in the contributions of female educators toward building inclusive and equitable education? To address this question, a bibliometric analysis was conducted based on a corpus of 165 documents retrieved from the SCOPUS and Web of Science databases, all indexed in Q1-ranked journals. The results of the conceptual map analysis provided insights into the evolving trends in the participation of female educators in fostering inclusive and equitable education. Within the Motor Themes quadrant, findings indicate a sustained research focus on how female educators lead educational transformation processes in socially, culturally, and functionally diverse contexts. In the Niche Themes quadrant, the analysis highlights emerging research gaps, notably the need to train female educators with intercultural and gender-sensitive perspectives, positioning them as agents of change in exclusionary educational settings. The bibliometric study of the role of female educators in constructing inclusive and equitable education reveals a growing line of inquiry, supported by a solid documentary foundation and predominantly published in Q1 journals. This positioning not only underscores the scientific quality of the contributions in this field but also reflects its increasing prominence in contemporary debates on educational equity.