A CONCEPTUAL MODEL FOR DEVELOPING INCLUSIVE COMPETENCE IN FUTURE TEACHERS: AN INTERDISCIPLINARY AND DIGITALLY-INTEGRATED APPROACH

Abstract

The aim of the work was to develop and theoretically substantiate a conceptual model of the formation of inclusive competence of future teachers based on an interdisciplinary and digitally integrated approach. The research was carried out using theoretical methods - analysis, synthesis, comparison, generalization and systematization of scientific sources, official reports and educational policy documents (2019–2024) of Ukrainian and international databases (OECD, Eurostat, UNESCO, UNICEF). A comparative analysis of teacher training programs in Ukraine and EU countries (Finland, Poland, Spain) was also applied according to the criteria of competence content, practical orientation and digital integration. Participants in the empirical study were not involved, since the work is of a theoretical and analytical nature. Data collection was based on a systematic review of scientific publications, statistical reports of the Ministry of Education and Science of Ukraine and documents of European agencies. Data analysis was performed using content analysis, thematic coding, and structural-functional modeling.As a result, a significant gap was identified between Ukraine (27% of teachers who underwent inclusive training) and the average in the EU countries (over 60%). The proposed structural-functional model covers four stages (motivational-value, cognitive-informational, practical-activity, reflective-analytical) and integrates digital simulators, interdisciplinary workshops, and tutoring programs. The model ensures the formation of cognitive, operational-practical, and value-motivational components of inclusive competence.