Exploring the Development of Inclusive Competence in Future Socionomy Specialists: Psychological and Educational Challenges in Constrained Settings

BACKGROUND The relevance of the study is determined by the need to prepare future specialists for professional activity in inclusive environments and to identify factors contributing to the development of their competence. Understanding the psychological and pedagogical features of training socionomic specialists under limited conditions is essential for ensuring their readiness to work with diverse populations. METHODS We conducted a cross-sectional survey of bachelor’s and master’s students in socionomic programs (n = 50) using validated instruments: Teacher Attitudes to Inclusion Scale (TAISA), Connor–Davidson Resilience Scale (CD-RISC-25), a Mehrabian–Epstein-based emotional empathy scale (adapted version), a tolerance of uncertainty measure (adapted from Budner), and a 30-item knowledge test on inclusive education. Internal consistencies (Cronbach’s α) were calculated for each instrument in the present sample. Group contrasts (3rd- vs 5th-year) were tested using t-tests/ANOVA with effect sizes (Hedges’ g) and 95% CIs. RESULTS The findings revealed key components in forming inclusive competence, including awareness of the concept of inclusion and inclusive education, readiness to work in an inclusive environment, acceptance of children with special needs, tolerance, empathy, and motivation for self-development. Fifth-year students showed substantially higher resilience than third-year peers, alongside more favourable attitudes to inclusion and higher empathy and tolerance indices. The results also highlighted the significant influence of contemporary challenges – such as military aggression, the COVID-19 pandemic, socio-economic inequality, technological change, and demographic shifts – on the development of these competences. Identified factors contributing to inclusive competence include positive attitudes to inclusion, empathy training, knowledge of inclusive education methods, availability of support and counseling, creation of barrier-free environments, openness to innovation, resilience, and preparation for limited conditions. CONCLUSION The study establishes the psychological and pedagogical features of forming inclusive competence in future socionomic specialists under restricted conditions. The results provide both theoretical insights and practical recommendations for improving the training of future professionals in the socionomic sphere, emphasizing the importance of resilience, empathy, and adaptability. These findings may serve as a basis for enhancing educational strategies to strengthen the inclusive competence of future specialists.