Inclusive physical culture for university students with disabilities: a systematic review

Background and Study Aim. Inclusive physical culture in higher education is essential for ensuring equal access, participation, and well-being among students with disabilities. Despite increasing international initiatives to promote inclusion, universities still face pedagogical, infrastructural, and organizational barriers that limit full engagement in physical activity. This study aimed to examine the theoretical foundations, recent developments, and practical strategies that support inclusive physical culture for university students with disabilities. Material and Methods. A systematic review was conducted following PRISMA guidelines. Peer-reviewed articles indexed in Web of Science, Scopus, and MedLine between 2000 and 2025 were analyzed. The reviewed literature was grouped into three categories: theoretical, contemporary, and applied studies. Descriptive statistics, thematic content analysis, and bibliometric mapping were used to identify major concepts, program models, and implementation trends. Results. The review showed growing academic interest in inclusive physical activity in higher education, with a clear movement toward integrated approaches that combine adaptive instruction, accessible environments, and psychosocial support. Teacher competence, peer mentoring, and structured adapted physical activity programs were consistently associated with improved motivation, participation, and social inclusion of students with disabilities. Conclusions. Inclusive physical culture serves as both an educational and rehabilitative framework that promotes autonomy, competence, and belonging among students with disabilities. Strengthening teacher preparation, improving infrastructure accessibility, and expanding inclusive program design can further enhance equitable participation and health outcomes in university settings.