THE INTERACTION BETWEEN INCLUSIVE EDUCATION AND GROUP LEARNING: STRATEGIES THAT PROMOTE POSITIVE INTERDEPENDENCE AND COLLABORATIVE TEACHING AMONG STUDENTS

Abstract

Inclusive education has been consolidated in recent decades as a fundamental principle of educational policies, aiming to ensure access, permanence, and academic success for all students, regardless of their conditions or specific needs. In this context, group learning and collaborative teaching emerge as pedagogical strategies that foster positive interdependence, shared responsibility, and the appreciation of diversity. This article discusses the relationship between inclusive practices and collaborative methodologies, highlighting strategies such as the Jigsaw method, peer tutoring, problem-based learning, and interdisciplinary projects. Recent evidence shows that such practices contribute to the development of cognitive and socio-emotional skills, as well as strengthening values such as empathy, solidarity, and mutual respect. It is concluded that investing in collaborative methodologies is essential to consolidate inclusion as a structuring principle of contemporary schools, promoting democratic and participatory environments.