The Student Voice in Teacher Training, an investigation into the inclusiveness of European practices

This study investigates the integration of student voice in teacher training programs, with a focus on practices involving students with disabilities across European contexts. Employing a systematic review guided by the PRISMA framework, 47 studies were analyzed to identify trends, barriers, and innovations in promoting inclusivity. Findings highlight significant methodological gaps, such as limited use of non-verbal communication tools, and systemic barriers that hinder authentic student engagement. Despite challenges, promising practices demonstrate the transformative potential of student voice in fostering agency and improving teacher preparedness. These insights advocate for refined methodologies and culturally adaptable strategies to enhance inclusive education.