- Герлянд, Т.М. (orcid.org/0000-0002-7991-0431) (2026) Аxiological determinants of the formation of inclusive competence of vet teachers in vocational (vocational-technical) education institutions Суспільство та національні інтереси, 4 (24). pp. 276-289. ISSN 3041-1572
![[thumbnail of 24.pdf]](https://lib.iitta.gov.ua/style/images/fileicons/text.png "24.pdf") |
Text
24.pdf Download (285kB) |
Abstract
Тhe article provides systematic theoretical and methodological justification of the complex of axiological determinants that define the architectonics and the logic of forming the inclusive competence of VET teachers and instructors within the system of vocational (vocational-technical) education. Based on an interdisciplinary analysis, the essence of inclusive competence is revealed as a multifaceted axiological phenomenon that integrates humanistic values, the ethics of responsibility, and the modern socio-legal model of disability. Three hierarchical levels of determination are identified and detailed: worldview-philosophical, professional-ethical, and socio-cultural. Special emphasis is placed on the transformation of value orientations of VET teachers and instructors under the existential challenges of martial law, post-war recovery, and the development of a barrier-free educational environment through the prism of the concepts of resilience and social capital. The study concludes that the axiological core, which includes human-centeredness, dignity, and solidarity, acts as a fundamental regulator of the professional ethos, ensuring the transition from a formal adaptive approach to a profound semantic integration of students with special educational needs into the professional community. It has been proven that inclusive competence as an ethicaland professional education determines the readiness of teacher for responsible, pedagogically appropriate and morally balanced activity in the educational environment, based on the priority of human rights, their dignity, safety and development over the narrow technological expediency of the educational process. The teacher acts not only as aranslator of knowledge and an organizer of professional training, but also as a bearer of humanistic values, mediator between the personality of the student and the social environment, facilitator of his professional and life development. Vocational education institutions must ensure comprehensive design of the educational space, which takes into account the psychophysical capabilities of students, their social experience, the pace of learning, the peculiarities of information perception and professional interests. It is emphasized that in the system of modern vocational education, inclusive competence should be an integral component of the professional culture of a teacher, since it is the preparation of an individual for productive work that is one of the most powerful mechanisms of real social inclusion in society, especially in the post-war reconstruction of Ukraine.
Downloads
Downloads per month over past year
Actions (login required)
 |
View Item |