Abstract
Inclusion, inclusive education, and the promotion of a culture of peace in secondary and higher education represent significant challenges for higher education institutions. In Mexico, experiences have been identified that reflect both the achievements made and the obstacles that remain on the path to ensuring equitable and quality education for all. This document highlights, on the one hand, the trajectory of the Metropolitan Autonomous University, which, in the Academic Unit of Iztapalapa, developed the Academic Model for Collaborative Construction of Learning taking into account important references from the UAM-Iztapalapa Inclusive Project; on the other hand, it reflects and shows the progress of the advanced initiatives and activities that were launched at the Autonomous University of the State of Morelos through the Inclusive Education Unit. What was done in both higher education institutions is framed in the context of what was the beginning of the health contingency caused by the SARS-Cov-2 virus and its subsequent effects that still remain unfinished.
Published Version
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