Challenges in the methodological training of future foreign language teachers for inclusive education

The study aims to identify the challenges faced by young foreign language teachers and, based on these findings, justify the need to improve teacher training programs for working in inclusive environments within general education institutions. The paper examines key issues related to both the methodological preparation and psychological readiness of graduates from specialized faculties, as identified through surveys of students at a relevant faculty and young specialists working in general education schools, particularly in inclusive classrooms. The author classifies the challenges in teacher training for inclusive classrooms faced by both faculty members and graduates entering schools. The paper also attempts to concisely formulate possible solutions to these challenges. The scientific novelty of the study lies in the fact that the author, based on the identified deficits, proposes changes to the technology of training future foreign language teachers. These suggestions, which involve the changes to the basic professional degree program, were tested at the Department of Foreign Languages and Intercultural Communication of the Russian State University of Social Technologies. The study is based on data collected in the academic year 2023/2024 through interviews and surveys of respondents, analysis of information on higher education institution websites under the “Education” section, and the experience accumulated by the Department of the aforementioned university in the field of inclusive education. As a result of the research, challenges were identified and solutions proposed for the design of an educational program for training future foreign language teachers, taking into account the requirements young specialists encounter in practice.