Transforming Learning in Inclusive Schools Through Deep Learning Approaches: A Systematic Literature Review

Abstract

Transforming learning in inclusive school environments is an urgent need to address the challenges and demands of 21st-century education. In this regard, the presence of a deep learning approach as a pedagogical strategy in the Indonesian education system is considered capable of being an adaptive, reflective, and responsive learning solution to the needs of diverse learners. Through a Systematic Literature Review (SLR) research approach, the main focus of this study is to identify the challenges faced by teachers in transforming inclusive learning through a deep learning approach, especially in the context of education in Indonesia. Research data was obtained through the Google Scholar journal database with the search keywords Inclusive Education OR Inclusive School AND Deep Learning OR Deep Learning Approach OR Deep Learning Pedagogy AND Transforming Learning OR Learning Transformation. The article screening process was carried out using the PRISMA (Preferred Reporting Items for Systematic Review and Meta-analysis) method. The results of the study generally indicate that the transformation of inclusive learning through a deep learning approach in the context of Indonesian education faces various challenges that are grouped into three main clusters, namely challenges faced by schools, teachers, and students. Fragmentation of school policies, limited digital infrastructure, and limited resources are challenges faced by schools. Meanwhile, teachers face challenges such as low teacher understanding, administrative burdens, and diverse student learning cultures. Furthermore, challenges stemming from students include low student interaction and collaborative activities. The implications of this research lead to the development of technology-based inclusive learning strategies through a deep learning approach.