Integration of inclusive pedagogy into the system of social education in Ukraine

Abstract

The relevance of the study is determined by the need to integrate the principles of inclusion into Ukraine's education as an effective mechanism for ensuring human rights, equal access, and educational opportunities for all. In the modern context of transforming Ukrainian society and reforming the educational sector, future teachers require special attention to familiarise themselves with the principles of inclusive pedagogy, which enables them to implement these approaches effectively in practical activities. The purpose of this article is to provide theoretical substantiation and identify directions for integrating the principles of inclusive pedagogy into Ukraine's educational system to enhance the level of social justice and professional readiness among future teachers. Research methods include the analysis of scientific and pedagogical literature, a comparative and analytical approach to studying the European experience of inclusive education, a generalisation of domestic teacher training practices, and a systemic-structural consideration of models for integrating inclusive principles into the educational process. The studyʼs results show that the effective implementation of inclusive pedagogy contributes to increasing the level of tolerance, empathy, and communicative competence among students, thereby forming their professional readiness to work with various social groups, particularly with individuals with disabilities and vulnerable categories of the population. The introduction of modular courses on inclusive pedagogy, interdisciplinary training programs and practice-oriented classes makes it possible to improve the system of professional training, make it more humanistic and socially oriented. The conclusions emphasise that integrating inclusive pedagogy into the educational process is a strategic direction for the development of the Ukrainian education system, ensuring the implementation of the principles of social justice and equal opportunities. It is advisable to direct further research to the development of a methodological base for inclusive teacher training, the formation of interdepartmental cooperation models, and the creation of digital platforms to support inclusive education.