Readiness of future special educators to foster psychological well-being in inclusive settings

Seydygalievna K.A. Mukashovna N.K. Nursultanovna A.A. Serikovna A.G.S.
2025 SPER Publications

Journal of Advanced Pharmacy Education and Research
2025 #15 Issue 2 201 - 209 pp.

This article explores and develops an integrative model of the readiness of future special education teachers to foster students psychological well-being in inclusive education environments. The development of inclusive education is currently considered a strategic priority of educational policy, aimed at ensuring equal rights and opportunities for all students, including those with special educational needs. Successful implementation of inclusion principles requires not only a regulatory and material framework but also a high degree of teacher readiness to work in a diverse environment. The study emphasizes that students vary in their level of preparation, learning speed, motivation, and social experience, requiring teachers to employ flexible teaching strategies and individualize the educational process. One of the key factors in successful inclusion is psychological well-being, which is closely linked to students motivation, social adaptation, and academic achievement. This paper aims to theoretically substantiate and develop an integrative model that integrates the readiness of future special educators and the preservation of childrens psychological well-being. The model is based on the principles of systemic, competency-based, and student-centered approaches and takes into account the motivational, cognitive, and activity-based components of specialist training. A study conducted among third- and fourth-year special education students at E.A. Buketov Karaganda University revealed that knowledge-based readiness prevails over psychological and activity-based readiness, indicating the need to strengthen practice-oriented and value-based training. The integrative model allows us to consider teacher readiness and student well-being as interrelated phenomena, thereby improving the quality of inclusive education, ensuring psychological safety, and creating conditions for the personal development of all participants in the educational process.

Educational environment , Integrative model , Pedagogical training , Psychological well-being , Teacher readiness

Text of the article Перейти на текст статьи

Karaganda National Research University named after E.A. Buketov, Karaganda, Kazakhstan
NAO “L.N. Gumilyov Eurasian National University, Astana, Kazakhstan
Kazakh National Pedagogical University named after Abai, Almaty, Kazakhstan

Karaganda National Research University named after E.A. Buketov
NAO “L.N. Gumilyov Eurasian National University
Kazakh National Pedagogical University named after Abai

10 лет помогаем публиковать статьи Международный издатель

Книга Публикация научной статьи Волощук 2026 Book Publication of a scientific article 2026