PEDAGOGICAL CONDITIONS FOR THE FORMATION OF A CULTURE OF ACCESSIBILITY OF FUTURE SPECIALISTS IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTION THROUGH TRAINING TECHNOLOGIES

Abstract

The article examines the pedagogical conditions for developing a culture of accessibility among future specialists in the social sphere within the educational process of higher education institutions through the application of training technologies. The relevance of the issue is substantiated by the need to prepare professionals capable of acting effectively in socially diverse environments, responding to the needs of vulnerable groups, and ensuring the principles of accessibility and inclusion in their professional activities. It is demonstrated that training technologies, as an interactive form of instruction, facilitate the integration of cognitive, emotional-value, and behavioral components of professional preparation, thereby creating conditions for the formation of stable attitudes and competencies related to accessibility. The article identifies and characterizes key pedagogical conditions that determine the effectiveness of training technologies in developing a culture of accessibility. These include the creation of a psychologically safe and supportive educational environment; integration of accessibility-related content into training modules; the use of active experiential learning methods such as role-playing, situation modelling, group discussions, and reflective practices; development of students’ reflective skills as a mechanism for understanding the values of inclusion and overcoming personal stereotypes; enhancement of the

trainer’s professional competence as a model of accessible interaction; and the provision of interdisciplinary and practice- oriented learning.

It is concluded that the systematic implementation of these pedagogical conditions creates an optimal educational environment for fostering a culture of accessibility among future professionals, contributes to the transformation of their professional values, and strengthens their readiness to act within an inclusive social space. The obtained results provide a theoretical foundation for further research and practical developments in the training of specialists in the educational and social spheres.