SCIENTIFIC APPROACHES TO OVERCOMING BARRIERS IN CREATING AN INCLUSIVE EDUCATIONAL ENVIRONMENT IN VOCATIONAL (VOCATIONAL-TECHNICAL) EDUCATION INSTITUTIONS IN UKRAINE

Abstract

DOI: https://doi.org/10.26565/2074-8922-2026-86-05

Purpose. Substantiate scientific approaches and effective mechanisms for overcoming barriers to creating an inclusive educational space in vocational and technical education institutions in Ukraine.

Methods. To achieve this objective, we used a set of theoretical methods: analysis of scientific and regulatory literature, legislative acts, and statistical data; research on the current educational environment and inclusive infrastructure of vocational education institutions in Ukraine and Europe; and comparison, generalization, and systematization of theoretical and empirical materials. This allowed us to identify key trends and effective scientific approaches to overcoming barriers to creating an inclusive educational space.

Results: The current obstacles to creating an inclusive educational environment in vocational and technical education institutions are examined. The features of an inclusive educational environment in vocational education institutions are identified. These features are determined by the practice-oriented nature of the training, the need to ensure safe industrial training, and the adaptation of workshops and practical bases to the needs of students with disabilities. The main problems hindering the creation of an inclusive educational space in vocational education institutions are organizational, institutional, psychological, pedagogical, and socioenvironmental barriers. Approaches and mechanisms to overcome these barriers are discussed. These include forming inclusive competencies among teaching staff at vocational education institutions, developing a system of psychological and pedagogical support for students with special educational needs, implementing organizational and managerial mechanisms for inclusion, and ensuring interdisciplinary and interdepartmental cooperation between vocational education and training institutions, social protection bodies, employment services, public organizations, and employers.

Conclusions: Despite the existence of a regulatory framework and state policy, the practical implementation of inclusion in the vocational education and training system is insufficiently systematic. The implementation of inclusion and the establishment of an inclusive space largely depend on the preparedness of teachers and vocational training instructors, the availability of resources, and well-established partnerships with social institutions and employers.