Abstract
<jats:p>The paper investigates the issue of developing inclusive competence among educators, treating it as a decisive factor for the productive delivery of instruction in mainstream secondary schools. Drawing on an extensive review of scholarly literature, the study organises theoretical perspectives on defining the notion of "inclusive competence" and delineates its internal architecture, encompassing motivational-axiological, cognitive, operational-practical, communicative, and reflective dimensions. Each dimension is examined in terms of its functional role and contribution to overall professional readiness. Quantitative indicators reflecting the expansion of inclusive practices across the Ukrainian educational landscape during 2020–2025 have been examined, specifically the growing enrolment of pupils with special educational needs in shared learning settings and the broadening network of inclusive classes and groups. Statistical trends are contextualised within the framework of national policy reforms and shifting societal attitudes toward educational equity. Findings from monitoring surveys on the degree of teacher preparedness for work under inclusive conditions are outlined, and the principal obstacles encountered in everyday classroom practice are identified, including insufficient methodological support, limited access to specialised resources, and gaps in pre-service training curricula. An original model of teacher inclusive competence has been elaborated, grounded in current regulatory requirements and real-world institutional demands. Pathways for the continuing professional growth of teaching staff in the inclusive education domain are justified, incorporating international experience alongside domestic contextual factors. The significance of cross-professional collaboration is highlighted, notably the joint efforts of the classroom teacher, teacher assistant, school psychologist, speech therapist, and inclusive resource centre personnel. Special attention is given to the mechanisms of interdisciplinary interaction that ensure coherent and individualised support for learners. Evidence is presented confirming that the deliberate, sustained cultivation of inclusive competence markedly enhances service quality for every participant in the learning process and fosters a more adaptive and responsive educational environment overall.</jats:p>