This study explores the intersection between inclusive education and the teaching of literature, highlighting the role of gamification as an innovative pedagogical strategy. Through a qualitative analysis of primary school teachers’ perceptions and practices, the study reveals a discrepancy between the recognition of the importance of inclusive education and the limited implementation of inclusive strategies in the literature classroom. The findings emphasize the need for greater integration of gamification techniques into teaching methods to increase student engagement and promote an inclusive classroom environment. The study underscores the importance of strengthening teacher training programs to equip educators with the necessary tools to effectively incorporate gamification into the literature classroom and ultimately promote a more participatory and socially engaged educational framework.