Introduction.

Education is increasingly experiencing the need to integrate and understand the diverse groups that represent societies. An updated analysis is presented on the degree of inclusion of diversity in Latin American higher education and its situation in the Chilean educational context, with emphasis on the dimensions of disability, ethnicity, gender and socioeconomic level.

Materials and methods.

In order to develop this bibliographic research, a systematic review of scientific articles was carried out, without restriction of date or type of studies, in Spanish and English.

Results and discussion.

There is progress in the inclusion of physical and/or cognitive disability in higher education in Latin America and Chile; however, the other dimensions analyzed show differences that could be improved.

Conclusions.

A constant evaluation of the social and formative responsibility of Chilean higher education institutions in addressing the inclusion of diversity is necessary, considering this element as a valuable tool in teaching and medical practice.

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