Inclusion, equity, and accessibility in contemporary higher education

Abstract

The expansion of Ecuadorian higher education broadened educational opportunities, although it maintained territorial, economic, technological, ethnic, and functional inequalities that affected students' trajectories. The study aimed to analyze inclusion, equity, and accessibility from a multidimensional and intersectional perspective. A mixed convergence methodology was applied, with a non-experimental, retrospective longitudinal, documentary, and descriptive design, thru the examination of statistical records, institutional reports, and scientific literature corresponding mainly to the period 2020–2025. The results showed a 27.95% increase in enrollment, accompanied by a territorial gap of 33.12 percentage points, differences in dropout rates according to disability and funding, and a physical accessibility compliance of 56.65%. Likewise, although 91.1% of the institutions reported having inclusive policies, only 10.9% reported systemic transformations. These findings indicate that the expansion of coverage does not by itself guaranty equitable participation, retention, and completion, as socioeconomic, digital, physical, and institutional barriers operate cumulatively. It is concluded that effective inclusion requires the articulation of verifiable policies, differentiated support, comprehensive accessibility, and continuous monitoring of university trajectories.