Development of Inclusive competence among master’s students through a digital-supported pedagogical intervention

Authors

DOI:

https://doi.org/10.46502/issn.1856-7576/2026.20.03.18

Keywords:

entorno educativo inclusivo, instituciones educativas, recursos web, digitalización de la educación, formación de competencias inclusivas en los estudiantes.

Abstract

The study aimed to develop and experimentally evaluate a digital-supported pedagogical intervention for developing students’ inclusive competence during professional training. A quasi-experimental pedagogical study was conducted from 2023 to 2025 with 174 master’s students, including an experimental group (EG, n = 84) and a control group (CG, n = 90). Students’ inclusive competence was assessed according to four criteria: motivational, cognitive, activity, and reflective, with three levels of formation (low, average, and high). During the formative stage, the experimental group participated in a digital-supported inclusive training program that integrated digital learning environments, interactive and adaptive digital tools, specialized digital resources, practical tasks, professional cases, training sessions, seminars, master classes, mentoring, and reflective activities. The control group continued regular professional training without the targeted intervention. Changes in the distributions of competence levels were analyzed using Pearson’s chi-square (χ²) criterion. The results demonstrated positive changes in the experimental group across all four criteria. The proportion of students with a high cognitive level increased from 20.24% at the ascertaining stage to 38.10% at the control stage, while the high reflective level increased from 21.43% to 34.52%. The experimental group also demonstrated a reduction in the proportion of students at the low level, particularly for the cognitive criterion, where it decreased from 42.86% to 7.14%. These findings indicate positive changes in students’ inclusive competence following implementation of the digital-supported pedagogical intervention.

Author Biographies

Zoriana Matsiuk, Lesya Ukrainka Volyn National University, Lutsk, Ukraine. 

PhD in Philology, Associate Professor, Senior Lecturer at the Department of Special and Inclusive Education, Lesya Ukrainka Volyn National University, Lutsk, Ukraine. 

Zoia Serdiuk, Bohdan Khmelnitsky National University at Cherkasy,  Cherkassy, Ukraine. 

PhD (Pedagogical Sciences), Associate Professor af the Department of Mathematics and Methods of Learning Mathematics, Bohdan Khmelnitsky National University at Cherkasy,  Cherkassy, Ukraine. 

Tetiana Marieieva, Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Hlukhiv, Ukraine. 

Candidate of Pedagogical Sciences (PhD), Associate Professor, Associate Professor at the Department of Preschool Pedagogy and Psychology, Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Hlukhiv, Ukraine.

Tetiana Martyniuk, Lesya Ukrainka Volyn National University, Lutsk, Ukraine. 

Doctor of Pedagogical Sciences, Professor, Professor at the Department of Special and Inclusive Education, Lesya Ukrainka Volyn National University, Lutsk, Ukraine. 

Yurij Symchukevych, Lesya Ukrainka Volyn National University, Lutsk, Ukraine.

PhD student at the Department of Special and Inclusive Education, Lesya Ukrainka Volyn National University, Lutsk, Ukraine.

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Published

2026-09-30

How to Cite

Matsiuk, Z., Serdiuk, Z., Marieieva, T., Martyniuk, T., & Symchukevych, Y. (2026). Development of Inclusive competence among master’s students through a digital-supported pedagogical intervention. Eduweb, 20(3), 318–343. https://doi.org/10.46502/issn.1856-7576/2026.20.03.18

Issue

Vol. 20 No. 3 (2026)

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Articles

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Copyright (c) 2026 Zoriana Matsiuk, Zoia Serdiuk, Tetiana Marieieva, Tetiana Martyniuk, Yurij Symchukevych

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This work is licensed under a Creative Commons Attribution 4.0 International License.