INCLUSIVE READINESS AND INCLUSIVE CULTURE AS STAGES IN THE FORMATION OF INCLUSIVE COMPETENCE OF CHINESE STUDENTS IN A SPORTS UNIVERSITY
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Author(s): | Zhang Z., |
| Number of journal: | 2(75) | Date: | June 2026 |
| Annotation: | Inclusive competence of a teacher is a system of personality values, a set of their personal beliefs, knowledge, skills, social and life experience, presented in the form of socio-personal, universal (general cultural) and professional competencies that allow the teacher to work effectively in an inclusive education (integrated learning). A competence approach to learning shifts educational emphasis from the learning process to the outcome. Now the quality of education is assessed not by the amount of acquired knowledge, but by the degree of manifestation of competence, where competencies reflect the readiness and ability to effectively use the acquired knowledge, skills and personal qualities within the framework of independent professional activity. Since knowledge and skills may be erased due to the lack of reinforcement, inclusive professional competencies, among which the most significant are cognitive, project, legal, diagnostic and other competencies, are an effective neoplasm of vocational training. The process of forming inclusive competence can be divided into the following stages: the formation of inclusive literacy, the development of inclusive readiness for practical activities, the formation of an inclusive culture. In many scientific studies, the stages of learning are considered as the most important algorithm of the educational process. The successful implementation of an inclusive approach in the Russian educational system is associated with the formation of an inclusive culture. In the context of pedagogical didactics, inclusive culture is recognized as an important element of inclusive education. The most important component of the teacher’s inclusive culture is the inclusive readiness. A number of researchers consider the readiness of teachers for inclusive education through an assessment of two blocks: professional and psychological readiness. The study and development of these components of inclusive readiness in conjunction with the growth of an inclusive culture are becoming an important area for the formation of professional inclusive competence. The study modernizes the terminology base of the conceptual apparatus of inclusive education, supplements and details the glossary of inclusion terms, such as “inclusive literacy,” “inclusive readiness,” “inclusive culture,” which significantly transforms the theoretical foundation of vocational education. | ||
| Keywords: | inclusion, inclusive education, inclusive competence, inclusive literacy, inclusive readiness, inclusive culture, competence approach, professional competencies, Chinese students, sports university |
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| For citation: | Zhang Z. Inclusive readiness and inclusive culture as stages in the formation of inclusive competence of Chinese students in a sports university. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2026;2(75):582—592. DOI: 10.25683/VOLBI.2026.75.1649. |
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