GLOBALIZATION TRENDS AND THEIR IMPACT ON TEACHER EDUCATION FOR INCLUSIVE LEARNING

Abstract

The article is devoted to a comprehensive analysis of globalization trends and their influence on preparing teachers for inclusive education in the modern educational environment. It emphasizes that globalization enhances international cooperation, unifies educational standards, accelerates the dissemination of innovative pedagogical practices, and shapes new approaches to organizing inclusive learning environments. These processes determine the need for a profound modernization of teacher education, aimed at developing competencies that align with the requirements of the global educational community. The article outlines the key challenges that arise in the process of preparing teachers for inclusive practice. Among them are the insufficient adaptation of educational programs to international standards, the need to integrate an intercultural component, and the low level of proficiency in modern digital tools and methods for supporting learners with diverse needs. It is noted that global trends introduce new demands on educators, particularly the ability to work in diverse contexts, apply internationally recognized approaches to assessing educational needs, implement the principles of Universal Design for Learning, and use adaptive technologies.

Special attention is given to the positive opportunities that globalization opens for the development of inclusive education. These include access to modern research, international projects, digital resources and platforms that facilitate the exchange of pedagogical experience, promote professional growth, and help improve the quality of teacher preparation. The importance of cooperation with international organizations, the implementation of joint educational programs, and the expansion of academic mobility as tools for strengthening teachers’ readiness to work in inclusive environments is highlighted.

It is summarized that the impact of globalization processes is multidimensional and stimulates the renewal of the content, methods, and forms of teacher preparation. It is concluded that the combination of international experience, modern educational technologies, and humanistic values will contribute to the formation of a new generation of educators capable of effectively ensuring inclusive education and responding to the needs of a diverse student population.