INCLUSIVE COMPETENCE OF A HIGHER EDUCATION TEACHER: FOREIGN EXPERIENCE

Abstract

The article provides a comprehensive theoretical and analytical review of foreign experience in the formation and assessment of inclusive competence among higher education institutions (HEIs) faculty within the framework of global educational transformations. The relevance of the study is determined by the urgent need to harmonize Ukraine's national educational policy with European standards for ensuring equal access to high-quality higher education. Based on a systematic analysis of academic literature, international legal frameworks (the Salamanca Statement, the UN Convention on the Rights of Persons with Disabilities), and the Bologna Process communiqués, the essence of the concept "inclusive competence of a teacher" is refined as a multi-level integral construct. Its structure, encompassing motivational-value, cognitive, operational (activity-based), and reflective components, is thoroughly characterized.
Particular emphasis is placed on a comparative analysis of strategies across European Union countries. The study highlights the United Kingdom's experience in implementing the EDI (Equality, Diversity, and Inclusion) concept as both an ethical and professional standard for educators. Cases from Spain and Finland are analyzed, where the focus has shifted toward the operational component — the ability to modify curricula and apply Universal Design for Learning (UDL) principles. A significant aspect of the work is the analysis of empirical research results regarding teachers' self-assessment in Romania and Spain, which revealed a substantial deficit in practical skills despite a generally positive attitude toward the ideology of inclusion.
The article demonstrates the interconnection between inclusive competence and a teacher's digital literacy, which is critical for eliminating barriers in distance learning. By comparing foreign institutional models with the current state of inclusive education in Ukraine, the necessity of introducing systematic diagnostic mechanisms and psychological-pedagogical support for faculty is substantiated. The paper concludes with perspectives on adapting global best practices to create an inclusive-oriented educational environment in domestic HEIs. The findings underscore that the transition from declarative acceptance of inclusion to practical implementation requires structured professional development programs focused on developing reflective readiness and specific pedagogical toolkits for working with a diverse student body.