Inclusive and environmental competence: the state of inclusive education in the development of a modern teacher’s professional culture

Abstract

This article explores the theoretical and practical foundations of inclusive and environmental competence, which constitute key components of a modern teacher’s professional culture. A 21st-century teacher is expected not only to deliver knowledge but also to promote social awareness, ensure equity, and foster ecological responsibility. Inclusive education is examined as a socio-philosophical phenomenon that guarantees equal access to quality learning for every child, including those with special educational needs. The study analyzes the legal framework, current state, and development challenges of inclusive education in Kyrgyzstan. Environmental competence is discussed as an essential part of a teacher’s professional culture, emphasizing responsible behavior toward nature, sustainable practices, and participation in solving ecological problems. Drawing on the works of V.A. Slastenin, L.S. Vygotsky, V.V. Davydov, and national researchers, the article highlights the interrelation of inclusive and environmental competences and their impact on educational transformation. The findings show that the development of these competences enhances humanistic values and supports the creation of a safe, equitable, and environmentally responsible learning environment.