This paper is a systematic review within the framework of teachers' attitudes and self-efficacy in inclusive education, in secondary schools that have been carried out in inclusive education from 2018 to 2022, published in English. The inclusive education of children with special educational needs can represent school and education, in general, an opportunity to benefit from the multitude of resources and potentials that the actors of the instructive-educational process have. Implementation of inclusive education (IE) has been a major challenge around the globe during the last 20 years. In the last 5 years, there has been indication of the intention of doing teaching more inclusive. Meanwhile, the problem of teachers' attitudes and self-efficacy has been considered the path to access to the goals of IE, being known that openness cannot increase in the absence of a solid connection between the schoolteacher and the student. Therefore, positive attitudes toward the inclusion of children with special educational needs (SEN) have been essential for its successful implementation of it. This requires collaboration and practice between different professionals such as teachers, school managers, and support specialists from specialized centers not only teacher-students. The objective of this review is to examine interventions to increase positive attitudes among teachers globally. The result of this systematic review exposed that teachers' attitudes and self-efficacy have contributed to finding the best solution for the articulate implementation of inclusive education.

inclusive education, attitudes, teaching efficacy, special educational needs (SEN).