Keywords
Abstract
The present study examines the process of forming readiness for inclusive education in higher education institutions. Inclusive education is a fundamental approach that ensures equal access to academic opportunities for all students, including those with disabilities and special educational needs. The research identifies key components of pedagogical readiness, including cognitive, motivational, emotional, and practical aspects, and analyzes the main challenges that educators face in implementing inclusive practices.
The study also highlights the importance of pedagogical conditions, continuous professional development, and institutional support in enhancing teachers’ preparedness. The findings suggest that systematic training, methodological guidance, and supportive educational environments are essential for the effective implementation of inclusive education. This research provides recommendations for strengthening inclusive education strategies in higher education institutions, contributing to academic quality, social integration, and educational equity.
References
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