INCLUSIVE EDUCATION AS A COMPONENT OF PROFESSIONAL TRAINING OF FUTURE TEACHERS IN A GLOBALIZED WORLD

Abstract

The article explores the role of inclusive education as one of the key areas of professional training of future teachers in the context of globalization of the educational space. It is substantiated that modern transformation processes, digitalization of education, international academic mobility, integration of Ukraine into the European Higher Education Area and the growth of socio-cultural diversity actualize the need to form professional competencies in future teachers aimed at ensuring equal access to quality education for all categories of education seekers regardless of their individual characteristics, health status, social origin or cultural affiliation. The essence of inclusive education is determined as a system of organizing the educational process, based on the principles of equality, non-discrimination, humanism, respect for diversity and the creation of a barrier-free educational environment.

Modern approaches to the professional training of future teachers in the context of the implementation of inclusive education policy are analyzed. It is emphasized that effective training of pedagogical personnel should include the integration of an inclusive component into educational programs, the development of psychological and pedagogical, methodological, communicative and digital competencies, the ability to work in multidisciplinary teams, the use of individual educational trajectories and modern learning technologies. Particular attention is paid to the formation of an inclusive culture, the development of empathy, tolerance, pedagogical ethics, professional responsibility and readiness to work in a diverse educational environment.

It is proven that globalization contributes to the spread of international standards of inclusive education, the development of academic partnerships, the introduction of innovative pedagogical practices and digital technologies that improve the quality of professional training of future teachers. At the same time, the current challenges associated with the need to modernize the content of pedagogical education, update methodological support, develop inclusive competence of teachers of higher education institutions and improve mechanisms for practical training of students are outlined. It is concluded that the integration of the principles of inclusive education into the system of professional training of future teachers is a strategic condition for improving the quality of education, ensuring social justice, implementing international standards of human rights and sustainable development of modern society. The results of the study can be used when improving educational programs of pedagogical specialties, developing educational and methodological support and forming state policy in the field of inclusive education.