Digital technologies and teacher preparation for inclusive education

The study investigates the effectiveness of digital technologies in preparing future specialists to work in inclusive educational environments. A mixedmethods design combining theoretical, empirical, experimental, and statistical approaches was employed. The participants included 90 higher education students, divided into an experimental group (EG, n = 48) and a control group (CG, n = 42). The intervention was based on the creation of an inclusive digital educational environment, the implementation of digital learning technologies, individualized educational trajectories, and innovative teaching methods. Readiness for professional activity in inclusive education was assessed through motivational, cognitive, and activity-related components. Statistical analysis was conducted using Pearson’s chi-square test and Cramer's V effect size coefficient. The results demonstrated substantially higher readiness levels among students in the EG compared with the CG. At the end of the experiment, a high level of readiness was identified in 73.8% of EG students versus 19.2% of CG students, while low readiness was observed in 3.2% and 32.1% of students, respectively. The obtained Student’s t-values exceeded the critical value (t > 2), confirming a positive experimental effect. The findings indicate that the integration of digital technologies and targeted pedagogical conditions significantly enhances future specialists’ readiness to work in inclusive educational environments.