Abstract
The purpose of this article is to analyse the typology of interventions that have been implemented to promote coeducation. We carried out a systematic selection process, which delivered 18 articles that were included into this Scoping Review. Our study found that there are still scarce experiences of coeducational interventions within the education system. Also, the study reveals how the coeducational interventions have focussed mainly on access, and how some forms of discrimination based on sex still thrives within classrooms by hidden curriculum. Thus, our study reflects the need to promote legislation reform based on the coeducational interventions as well as the necessity to promote specific teacher training in gender and equality.
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