Vol.:(0123456789) Discover Education (2024) 3:30 | https://doi.org/10.1007/s44217-024-00093-y Discover Education Review A systematic review of inclusive pedagogical research using the CIRTL inclusive pedagogy framework: multi‑disciplinary and STEM perspectives, current trends and a research agenda Angela G. Jackson‑Summers 1  · Karina L. Mrakovcich 2  · Joshua P. Gray 3  · Corinna M. Fleischmann 4  · Tooran Emami 5  · Eric J. Page 6 Received: 25 July 2023 / Accepted: 24 January 2024 This is a U.S. Government work and not under copyright protection in the US; foreign copyright protection may apply 2024 OPEN Abstract In higher education, student retention challenges and advancing student diversity are not new. Such institutional student retention challenges and student diversity promotions continue to require more focus and effort. A means to help address student retention and improve student diversity through faculty engagement in classrooms is inclusive pedagogy. In this study, we inform researchers and practitioners about the current state of inclusive pedagogical research, including gaps addressing further needs of inclusive pedagogical research from a multi-disciplinary perspective, including science, tech- nology, engineering, education, math, humanities, management, and economics. We also share a non_STEM-Focused ver- sus STEM-Focused inclusive pedagogy literature perspective. Using the Center for the Integration of Research, Teaching and Learning (CIRTL) framework, we reviewed 304 articles to help shed light on existing inclusive pedagogy, focusing on three core competencies: inclusive communications, inclusive pedagogy practices, and the design of inclusive curriculum. Based on our discussion of findings and related implications for future research, we conclude that inclusive pedagogical research warrants improvement across all core competencies and academic disciplines to strengthen improvement of this research field. This study contributes to researchers and practitioners, especially those focusing inclusive pedagogy in classrooms, as well as the body of inclusive pedagogy knowledge. Keywords Inclusive education · CIRTL Inclusive Pedagogy Framework · Student retention · Student diversity · Systematic literature review (SLR) · STEM (science, technology, engineering and math) Supplementary Information The online version contains supplementary material available at https://doi.org/10.1007/s44217-024-00093-y. * Angela G. Jackson-Summers, angela.g.jackson-summers@uscga.edu; Karina L. Mrakovcich, karina.l.mrakovcich@uscga.edu; Joshua P. Gray, joshua.p.gray@uscga.edu; Corinna M. Fleischmann, corinna.m.fleischmann@uscga.edu; Tooran Emami, tooran.emami@ uscga.edu; Eric J. Page, eric.j.page@uscga.edu | 1 Department of Management, School of Leadership and Management, U.S. Coast Guard Academy, 31 Mohegan Avenue, New London, Connecticut 06320, USA. 2 Department of Marine Science, School of Science, Mathematics, and the Humanities, U.S. Coast Guard Academy, 31 Mohegan Avenue, New London, Connecticut 06320, USA. 3 Department of Chemical and Environmental Sciences, School of Science, Mathematics, and the Humanities, U.S. Coast Guard Academy, 31 Mohegan Avenue, New London, Connecticut 06320, USA. 4 Department of Civil and Environmental Engineering, School of Engineering and Cyber Systems, U.S. Coast Guard Academy, 31 Mohegan Avenue, New London, Connecticut 06320, USA. 5 Department of Electrical Engineering and Computing, School of Engineering and Cyber Systems, U.S. Coast Guard Academy, 31 Mohegan Avenue, New London, Connecticut 06320, USA. 6 Department of Physics, School of Science, Mathematics, and the Humanities, U.S. Coast Guard Academy, 31 Mohegan Avenue, New London, Connecticut 06320, USA.