Teacher preparation for inclusive education in higher education

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.