PRIMARY SCHOOL TEACHER PREPARATION FOR WORKING IN DIVERSITY: A PEOPLE-CENTERED, INCLUSIVE AND DIGITAL COMPETENCE MODEL

This article proposes a human-centred, inclusive, and digital competence model for pre-service primary-school teachers designed to meet the demands of culturally diverse classrooms and disrupted learning contexts. The study synthesises recent international and Ukrainian scholarship, comparative evidence on culturally responsive teacher education, and practice-oriented insights from schools working with displaced and multilingual learners. Methodologically, it combines analytical review, conceptual modelling, and design of implementation/assessment mechanisms. The model is structured along three interlocking dimensions – values (human-centred ethos), pedagogy (inclusion and universal design), and technology (purposeful, safe use of digital tools) – and operationalised through eight competence clusters: empathy and ethical sensitivity; differentiation and universal design for learning; intercultural communication and school–family–community partnership; digital pedagogy and safety; instructional content design; creative inquiry in early mathematics; innovation readiness; and reflective assessment. A stepwise implementation roadmap is outlined: foundational courses, micro-modules, simulations, micro-teaching, extended school placements, mentoring, and peer observation. Quality assurance relies on e-portfolios, rubrics, observation protocols, and indicators of teacher–student relationships, cultural sensitivity, and belonging. The model translates humanistic principles into concrete routines–co-planning with families, multimodal content for young learners, formative assessment with feedback loops, and classroom micro-experiments driven by learning analytics. Practical implications include updating teacher-education curricula, launching “school support centres” for mentoring and resource sharing, and strengthening cooperation with host communities. The contribution lies in integrating ethical, inclusive, and digital strands into a single, actionable framework that links beliefs to practices and enables measurable improvement in participation and learning outcomes. The model is adaptable across institutions and contexts and offers a basis for longitudinal evaluation of teacher preparedness in diverse primary classrooms.