The Readiness of Pedagogical Specialties Students to Foster Tolerance as an European Value among Children in an Inclusive Classroom

Abstract

The article examines the level of readiness of future teachers to
foster tolerance as an European value among primary school
students in inclusive education settings. Ukraine’s European
integration highlights the need to develop teachers’ abilities and
value-based attitudes that ensure acceptance of diversity,
respect for each child’s dignity, and the creation of a safe and
inclusive learning
environment. A theoretical review
demonstrates that teacher readiness comprises motivational,
cognitive, practical, and reflective components, complemented by
moral, value-based, and emotional-empathic aspects. An
empirical survey was conducted among 56 students majoring in
Primary Education and Special Education. The results indicate a
high motivational level (100% recognized tolerance as essential)
and sufficient theoretical knowledge (87,5% fully understand
tolerance principles). However, a lack of practical preparedness
was identified: only 46% reported confidence in applying methods
to develop tolerance, while 68% highlighted insufficient practical
skills. Training sessions, practical workshops, and simulation of
inclusive classroom situations were considered most effective.
The study concludes that teacher education programs must
strengthen practice-oriented training, integrate European values,
and enhance emotional and communication competencies to
ensure effective formation of tolerance in inclusive classrooms.