Abstract
Inclusive education emphasizes providing equal opportunities for all students, including those with special needs, while fostering their adaptation and social integration. Despite global advancements in inclusive education, gaps remain in adequately preparing educators to navigate these environments effectively. This study addresses the need to enhance teachers' professional competence, focusing on motivational, cognitive, reflexive, and operational components essential for inclusive education. Using a mixed-methods approach, the research analyzed existing pedagogical practices and frameworks while evaluating educators' preparedness and perceptions of inclusive education. The study incorporated stages of teacher development, such as fostering creative individuality, mastering research methodologies, and innovating pedagogical strategies. Data collection involved qualitative and quantitative assessments to evaluate teachers’ understanding of inclusive education principles and their ability to design and implement inclusive practices. Findings revealed that while educators possess foundational knowledge, significant challenges persist in translating this knowledge into effective classroom strategies. Gaps were identified in educators’ ability to address the diverse needs of students and implement adaptive teaching methods. The study underscored the importance of targeted training programs and resources to bridge these gaps.The results have broad implications for teacher education programs and policy development, highlighting the need for comprehensive training that integrates theoretical knowledge with practical applications. By fostering professional competence, this study contributes to the advancement of inclusive education practices, promoting equal access to quality education and supporting the holistic development of all students within diverse learning environments.