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.

Key words: inclusive education; European values; tolerance; teacher training; professional readiness; empathy.