COMPARING MODELS OF INCLUSIVE CULTURE DEVELOPMENT IN THE TRAINING OF SOCIAL WORKERS

Abstract

The article is devoted to the analysis of models for fostering an inclusive culture in leading universities that train specialists in the field of "Social Work." In modern society, which strives for equality and tolerance, the issue of cultivating an inclusive culture in the higher education is crucial. The demand for professionals capable of working in inclusive environments necessitates the adaptation of educational programs to current challenges, including the integration of principles of tolerance, respect for diversity, and equal access to education.

The article examines educational practices in institutions, such as Ternopil Volodymyr Hnatiuk National Pedagogical University, Taras Shevchenko National University of Kyiv, Dragomanov Ukrainian State University, «Ukraine» University, Manchester University (England), University of Windsor (Canada), and Akademia Pomorska (Poland). The study is conducted in three areas: inclusive policy, inclusive practices, and inclusive culture.

Based on the analysis, the key elements of successful implementation of inclusive practices have been identified: the development of adaptive educational environments, the use of innovative methodologies, and the systematic integration of interdisciplinary approaches. It is noted that universities focused on the practical implementation of inclusive strategies provide their graduates with the opportunity to meet the current requirements of professional activity.

The study also emphasizes the importance of balancing theoretical training with practical skills, including technological innovations and monitoring the effectiveness of inclusive measures. Gaps are identified, particularly the lack of universal criteria for assessing the inclusiveness of educational programs, which needs further consideration.

The article contributes to the study of the process of fostering an inclusive culture in the training of social work professionals. The research findings can serve as a basis for improving educational programs aimed at developing an inclusive culture among social workers.