Abstract

The objective of the research was to characterize the studies carried out on the educational inclusion of trans students at the university level. To carry out the process, a systematic review of the literature was carried out using the PRISMA criteria. An exhaustive search was carried out in the Wos, Scopus and Scielo databases where 227 works were included. Once the criteria were applied, 13 articles were obtained. The results indicate that some universities have opted for the construction of inclusive educational environments, configuring an empathetic and understanding culture. In addition, topics of interest are addressed from the trajectories of academic success, attitudes and knowledge about sexual diversity, inclusive educational policies, discrimination, inclusive language and curricular integration. It is evident that research moves to scenarios associated with success trajectories. It is concluded that there is no genuine process of educational inclusion, instead this process is associated more with integration. The ambiguity between positive and negative results specifies that its incorporation is not integral, it is about normalizing or accepting its existence.