THE CURRENT STATE OF FORMING AN INCLUSIVE APPROACH AMONG FUTURE PRIMARY EDUCATION TEACHERS

Abstract

This article analyzes the current state of developing an inclusive approach among future primary education teachers. The study was conducted with the participation of 80 students to determine their levels of theoretical knowledge, practical skills, and competencies related to inclusive education. The results show that although theoretical knowledge is partially formed, practical skills, the use of digital technologies, and psychological readiness remain insufficient. The study substantiates the necessity of introducing modern methodological approaches based on digital platforms to develop inclusive competencies.