Building Inclusive Competence Among Higher Education Teachers
DOI:
https://doi.org/10.56294/hl2025706Keywords:
inclusive education, higher education students, special educational needsAbstract
Introduction: providing assistance to students with special educational needs in higher education institutions and supporting their professional growth are effectively implemented under conditions of high-quality teacher training tailored to working with this category of students. The article addressed the problem of inclusive education in higher education, emphasizing the involvement of pedagogical hierarchical relationships that included students with disabilities in Ukraine.
Methods: the study employed interviews, comparative analysis of teachers’ knowledge levels before and after specialized professional development, and analysis of the data obtained.
Results: the article presented a concept for training teachers for inclusive activities, which consisted of five elements: informational and educational, analytical and practical, engineering and technological, psychological and social, and monitoring and analytical. Implementing this model contributed to the development of teachers’ professional competencies in creating and applying inclusive education systems. It also ensured their readiness for professional work with students with special educational needs. Three levels were identified to measure such readiness: basic, intermediate, and advanced. Statistical analysis based on Pearson’s criterion was applied to assess the dynamics of changes in four parameters: content-theoretical, technological-practical, social-psychological, and generalizing-analytical.
Conclusions: comparative results before and after using the model demonstrated an increase in the level of teacher preparedness across all problem areas. This preparedness was formulated through a comprehensive approach that integrated theoretical knowledge of inclusion, practical teaching methods (didactic, technical, technological, and psychological), and the adaptation and development of analytical skills essential for creating individualized educational pathways for students with disabilities.
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Copyright (c) 2025 Nataliia Savinova, Mariia Berehova, Olena Mamicheva, Liudmyla Potenko, Olena Pozdnіakova (Author)
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