Objectives: This study aims to explore the phenomenon of inclusive competence as an integral trait of today’s educators. Methods: The scientific research involved surveying students from pedagogical universities as well as using methods of analysis and synthesis, generalization, systematization, comparison, and classification. Results: The concept of inclusive competence is understood as the degree of skills and knowledge required to fulfil pedagogical responsibilities within an inclusive educational environment. Key elements of inclusive competence, such as cognitive, motivational, reflexive, and operational components, have been identified and have the following functions: · Cognitive elements enable teachers to develop a comprehensive understanding of pedagogical social work, foster cognitive activity, and enrich their cognitive experiences. · Motivational elements reflect the teacher’s orientation, personal motives, and values, which drive their approach to teaching. · Reflexiveelements allow teachers to assess their own professional abilities and encourage them to reflect on their skills and achievements during the application of inclusive practices. · Operational elements emphasize the teacher’s ability to actively carry out professional responsibilities in both the pedagogical and social spheres, as well as utilize the necessary tools and experience to effectively support the inclusion of students with special needs into the educational institution’s environment. Conclusions: Effective inclusive education requires the development of inclusive competence among educators, which can be accomplished through targeted training and professional development that emphasizes socio-pedagogical approaches, psychological preparation, and reflective practices to address diverse student needs. Implications: The practical significance of this research lies in providing recommendations to enhance the quality preparation of future educators for effective professional activity in inclusive environments, with potential applications in developing educational curricula and plans.
Ashimkhanova et al. (Fri,) studied this question.