Policies on intellectual capital in urban basic education: an analysis of their relationship with generational diversity

Background: Institutional regulations promote the knowledge and capabilities of teaching staff, considering the coexistence of generational diversity in the school environment. The study aimed to analyze the connection between institutional policies on intellectual capital in urban basic education and generational diversity among teachers; Methods: To evaluate the current literature on the research topic, a scoping review was conducted using the PRISMA model and the technique suggested by Arksey and O'Malley; Results: The results show that, out of the 53 selected documents, 22 dealt with generational diversity in the classroom and 31 discussed the value of intellectual capital. Most of these studies were included in the Scopus database (n=41) and were of a quantitative nature, among others. The country with the most publications was the United States (n=10), and English was the primary language of publication. The findings indicate that basic education institutions can become centers of continuous knowledge transmission by fostering professional learning communities and intergenerational information exchange. Conclusions: The incorporation of intellectual capital with generational diversity fosters institutional growth that is more collaborative, humane, and transformative. To build a school culture based on teamwork, equity, and continuous improvement, it is crucial to foster collaboration between different generations, value experience, and support emerging competencies.