Teacher preparation for inclusive education in higher education

Authors

DOI:

https://doi.org/10.46502/issn.1856-7576/2026.20.01.11

Keywords:

innovative activity, inclusive education, higher education institutions, teacher self-development and professional self-efficacy, technologies

Abstract

The study aims to evaluate the effectiveness of structured pedagogical conditions for preparing future teachers for innovative professional activity in inclusive educational environments within higher education institutions. The relevance of the research is determined by the discrepancy between the formally declared principles of inclusive education and the insufficient level of readiness of pre-service teachers for inclusive practice. A mixed-methods quasi-experimental design was implemented involved experimental and control groups of future teachers. Readiness for innovative activity in inclusive education was conceptualized as an integrated construct comprising motivational-value, operational-activity, and reflective-evaluative components.  The results of the ascertaining stage revealed predominantly low and medium levels of readiness in both groups. Following the implementation of targeted pedagogical conditions in the experimental group – including motivational support, methodological guidance, immersion in inclusive practice, application of innovative and digital technologies, and structured reflection – a statistically significant increase was observed across all readiness components (p < .05). The findings confirm that the systematic integration of motivational, methodological, and reflective elements within teacher education programs significantly enhances readiness for innovative activity in inclusive education. The study contributes empirical evidence to inclusive pedagogy research and provides a validated framework for modernizing teacher preparation in the context of educational inclusion and digital transformation.

Author Biographies

Oleksandr Alieksieiev, Games, Kamianets-Podіlskyi Ivan Ohiienko National University, Ukraine. 

Doctor of Pedagogic Sciences, Professor, Associate Professor of the Department of Sport and Sport Games, Kamianets-Podіlskyi Ivan Ohiienko National University, Ukraine. 

Viсtoria Kyslychenko, Admiral Makarov National University of Shipbuilding, Ukraine. 

PhD., Associate Professor, Department of Special and Inclusive Education, V. O. Sukhomlynsky Educational and Scientific Pedagogical Institute, Admiral Makarov National University of Shipbuilding, Ukraine. 

Nataliia Savchenko, Volodymyr Vynnychenko Central Ukrainian State University, Ukraine. 

Doctor of Pedagogical Sciences, Professor, Professor of the Department of Educational Sciences, Volodymyr Vynnychenko Central Ukrainian State University, Ukraine. 

Mykola Dubinka, Volodymyr Vynnychenko Central Ukrainian State University, Ukraine. 

Doctor of Pedagogical Sciences, Аssociate Рrofessor, Associate Professor of the Department of Educational Sciences, Volodymyr Vynnychenko Central Ukrainian State University, Ukraine. 

Iryna Makarenko, Kryvyi Rih State Pedagogical University, Ukraine. 

Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Pedagogy, Kryvyi Rih State Pedagogical University, Ukraine. 

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Published

2026-03-30

How to Cite

Alieksieiev, O., Kyslychenko, V., Savchenko, N., Dubinka, M., & Makarenko, I. (2026). Teacher preparation for inclusive education in higher education. Eduweb, 20(1), 178–199. https://doi.org/10.46502/issn.1856-7576/2026.20.01.11

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