The development of inclusion at higher education level enables a holistic and ethical approach to innovative teaching and learning practices. The realization of a comprehensive framework at the teacher education policy level causes the introduction of changes in curriculum design, both in terms of content, objectives, and teaching-assessment strategies (Stentiford & Koutsouris, 2022; OECD, 2025). Adapting the content of the pre-service and in-service teacher professional development curriculum to the new trends in European policies involves not only taking into account the special needs of students in at-risk situations (migrants, members of ethnic groups, people with disabilities or gifted) (OECD, 2025) but also the call for new technologies and gamification strategies to facilitate learning and understanding. The chapter aims to present identified answers to some research questions for further argumentative debates: What is the current situation regarding the integration of inclusive education and gamification strategies in higher education? What practices of inclusion can include gamification strategies, to highlight the idea that the use of gamification strategies can have a positive impact on academic curriculum innovation and teacher education strategies/programs? We believe that the results of our analysis and some debates they trigger (which we will introduce as later openings of applied research) can be crucial for the effectiveness of inclusion and gamification dimensions in the formal education system.