PEDAGOGICAL MECHANISMS FOR PREPARING STUDENTS FOR INCLUSIVE EDUCATION ACTIVITIES BASED ON FOREIGN EXPERIENCE: A COMPARATIVE ANALYSIS OF SIMULATION-BASED MODELS

Abstract

The integration of students with special educational needs into mainstream educational settings demands a systematic transformation of teacher preparation programs. This study investigates the pedagogical mechanisms used in leading foreign educational systems — specifically Finland, the United States, and Germany — to equip prospective teachers with the competencies required for inclusive education. Employing a comparative analysis methodology, the research identifies simulation-based learning, experiential practicum models, and reflective practice frameworks as core mechanisms consistently applied across these high-performing systems. The findings suggest that simulation technologies, particularly role-playing scenarios and virtual inclusive classroom environments, significantly enhance pre-service teachers' empathy, adaptive instructional skills, and confidence in managing diverse learners. Based on the synthesized international evidence, the study proposes a conceptual pedagogical framework applicable to Central Asian and post-Soviet higher education contexts. The results contribute to the growing body of scholarship on inclusive teacher education reform and offer actionable recommendations for curriculum developers and university educators.