School for All as a Pillar of Inclusion and Values in the National Education Strategy “Bendiciones and Victorias” 2024-2026

Abstract

Inclusive education is currently configured as a strategic axis for the construction of more just, equitable, and socially cohesive societies, in response to the growing cultural, social, and personal diversity within educational contexts. This article aims to analyze the role of School for All as a pillar of inclusion and values within Nicaragua’s National Education Strategy “Blessings and Victories” 2024-2026.  Methodologically, a descriptive–exploratory literature review was conducted, based on the critical consultation of national and international academic and documentary sources published between 2020 and 2025 and related to inclusive education, diversity, and pedagogical practices. The findings show that inclusive education strengthens academic performance, social participation, and the ethical formation of students, while promoting more empathetic, equitable, and participatory educational communities. Likewise, normative and programmatic advances are identified in the Nicaraguan context that consolidate inclusion as a human right and institutional commitment; however, challenges persist regarding specialized teacher training, resource availability, continuity of inclusive policies, and the translation of regulatory frameworks into sustainable pedagogical practices. It is concluded that School for All constitutes a strategic reference for articulating inclusive education and values education, contributing to the strengthening of the social structure and the integral development of individuals. Its consolidation requires deeper implementation of inclusive policies, continuous teacher training, and the shared participation of the educational community in order to guarantee quality education with equity for all.