Karina K. Fidarova

The relevance of the studied problem is determined by the global aspiration of society to ensure equal rights and opportunities in education for all children, regardless of their physical, intellectual, social, or cultural characteristics. Inclusive education has become a key direction in the modernization of educational systems worldwide, as enshrined in international documents, including the UN Convention on the Rights of Persons with Disabilities. Nevertheless, despite normative support, the practical implementation of inclusion faces a number of challenges related to insufficient teacher training, weak resource capacity, and persistent stereotypes, which necessitates an in-depth theoretical analysis of its foundations and models of functioning. The aim of this article is to systematize the theoretical foundations of inclusive education and analyze the principal models of its implementation in international and national practices. The study is based on theoretical approaches, including L.S. Vygotsky’s sociocultural theory, Universal Design for Learning (UDL), Howard Gardner’s theory of multiple intelligences, and the social model of disability, as well as content analysis, comparative analysis, and synthesis of scientific literature. The main findings include the identification of key principles of inclusive education – accessibility, individualization, participation, and respect for diversity; classification of international models (Finnish, American, British) and their comparison with Russian practice; and the identification of effectiveness factors such as government support, professional teacher training, and the development of an inclusive school culture. The study shows that the success of inclusion depends less on the availability of special programs and more on a systemic approach integrating legislation, human resources, and shifts in value orientations. The theoretical significance of the study lies in the comprehensive conceptualization of inclusive education as a pedagogical philosophy rather than merely an organizational form. The practical significance consists in developing recommendations for adapting best international practices within the context of the Russian education system. The scientific novelty is reflected in the integration of diverse theoretical concepts into a unified analytical framework and in making a detailed comparative analysis of inclusion models with emphasis on transferable elements for countries with transitional education systems.

The modern system of higher education places increasingly high demands on the level of graduate training, especially in the context of globalization and growing mobility of professional personnel. In this regard, the development of sustainable self-learning skills among students becomes particularly relevant and an integral part of professional education. One of the priority areas is the development of foreign language professional competence as a means of integration into the international professional community. Foreign language competence is regarded not only as proficiency in a foreign language, but also as a complex category that includes the ability to use the language in professional and intercultural communication. The aim of this study is to analyze the conceptual foundations of the independent development of foreign language competence among students, as well as to explore methodological approaches aimed at its enhancement in the context of higher education. Special attention is paid to students’ independent learning activities, which contribute not only to the development of language skills but also to the formation of universal competences such as critical thinking, information literacy, and self-organization. The study employs theoretical methods, including the analysis of scientific and educational literature, as well as comparative, systemic, and structural-functional approaches. As a result, key structural components of foreign language competence have been identified—linguistic, communicative, pragmatic, and sociocultural. The study presents the levels of competence formation and practice-oriented recommendations for its development. The theoretical significance of the research lies in clarifying the structure of foreign language competence and identifying its components in the context of professional training. The practical significance consists in the development of recommendations for promoting students’ autonomous learning activities. The scientific novelty lies in a comprehensive approach to the analysis of self-educational strategies for developing foreign language competence, taking into account the current requirements for pedagogical training.