This systematic literature review examines research on inclusive policies and practices in higher education institutions published between 2001 and 2021. Six electronic databases (ERIC, Emerald, Web of Science, Wiley Online, Taylor & Francis Online, and Sage journal) were searched. Forty-three articles met the inclusion criteria and were included in this review. The results suggest that the number of studies on inclusive policies and practices in higher education is gradually increasing. Research on inclusion in higher education primarily focuses on policies, practices and accessibility. Studies reviewed delve into national, regional and university-level policies. Practices mainly related to curriculum, teaching and learning, and accessibility. The curriculum was projected as critical in facilitating inclusive practices in higher education. The curriculum must be learner-centred, promote collaboration, use flexible assessment, and provide individual course guides and flexible and expanded learning opportunities for all students. Teaching must be differentiated, use multi-methods and assessments, and be orchestrated in a conducive atmosphere. Accessibility in terms of physical structures, social environment, attitudinal and digital provision was critical to ensure the inclusion of people who identified as disabled. The findings culminate in the development of an inclusive higher education framework. Implications for research and practice in higher education are highlighted.