Development of Inclusive Learning of Students with a Social Orientation in the Environment of an Educational Cluster based on a Competence-Based Approach

Abstract

The purpose of this study is to design and implement an inclusive social learning model for students within an educational cluster, guided by a competence-based approach. A mixed-methods research design was employed, incorporating literature analysis, pedagogical observation, interviews, questionnaires, expert evaluation, and experimental methods, with statistical tools used for data analysis. The study involved 397 undergraduate students majoring in pedagogy and psychology, divided into control and experimental groups. The findings show that the integration of game-based learning, targeted exercises, and virtual simulation significantly improved students’ readiness for inclusive educational practices. Additionally, three key outputs were developed and applied: the Demographic Management System Electronic Student Database, a manual titled Pedagogical Skills, and a methodological guide Pedagogical Technologies for Developing Inclusive Education for Socially-Oriented Students. The study demonstrates that a structured interdisciplinary approach, supported by innovative learning technologies, can enhance inclusive competencies among future educators. These results provide practical implications for improving teacher education curricula and fostering inclusive values in higher education.