Inclusive Competence of a Teacher in a Higher Education Institution: Structure, Criteria and Indicators of Formation

Abstract

The article addresses the pressing problem of the professional training of higher education teachers for effective work in an inclusive educational environment that takes into account diverse student needs. The purpose of the study is to theoretically substantiate the structure, criteria, and indicators of the formation of higher education teachers’ inclusive competence as an integral professional quality. The research is based on a systematic analysis of European and domestic scholarly discourse, which makes it possible to trace a conceptual shift from the traditional understanding of «readiness to work with persons with disabilities» within the medical model to a modern approach focused on creating a barrier-free educational space through the implementation of Universal Design for Learning (UDL) principles.

Drawing on contemporary research, a four-component structure of inclusive competence is identified. The cognitive component includes knowledge of inclusive approaches, understanding of educational barriers, and ways to overcome them. The value-personal component encompasses empathy, tolerance, emotional resilience, and acceptance of student diversity. The activity-practical component reflects the ability to adapt teaching methods, apply flexible assessment strategies, and individualize the learning process. The technological-digital component involves ensuring the digital accessibility of courses, as well as using assistive technologies and online tools.

A system of criteria and measurable indicators for assessing the formation of inclusive competence has been developed, enabling its comprehensive evaluation. An important element of the model is the integration of teacher self-efficacy and emotional intelligence as key resources that help prevent professional burnout and enhance the quality of pedagogical interaction. It is substantiated that the proposed structural and criterial model serves as a conceptual basis for the objective diagnosis of inclusive competence levels and for designing innovative continuing professional development programs for academic staff.