Inclusive Competence of Ukrainian Teachers in the Context of Sustainable Development Goals: Evidence for Continuous Professional Development Design

Abstract

This study examines how Ukrainian educators working in inclusive classrooms (primary school teachers, subject teachers, teacher assistants, etc.) assess their level of inclusive competence in the context of advancing the Sustainable Development Goals, particularly those related to quality education, reduced inequalities, and well-being.

A questionnaire was developed based on the Ukrainian Teacher Professional Standard and included both open- and closed-ended questions. A total of 473 respondents participated in the survey. The data were analysed using qualitative and quantitative methods, including arithmetic mean and Pearson’s correlation coefficient (r).

The findings indicate that most educators demonstrate a positive attitude towards inclusive education, along with a certain level of theoretical knowledge and practical skills, contributing to the implementation of SDG 4: Quality Education. However, the study also identified several challenges, including insufficient collaboration among team members, limited understanding of learners’ special educational needs, and a lack of effective inclusive teaching strategies. These gaps may hinder efforts to reduce educational disparities, as emphasized in SDG 10: Reduced Inequalities, and to ensure supportive learning environments that promote student well-being in line with SDG 3: Good Health and Well-being.

The results enabled the identification of specific teacher needs that can inform the development of a professional development curriculum aimed at enhancing inclusive competences. Strengthening such competencies is essential for improving institutional effectiveness and inclusiveness in education systems, aligning with the principles of SDG 16: Peace, Justice and Strong Institutions.

The proposed curriculum will become a key component of a continuous professional development initiative for Ukrainian teachers and will be based on Finnish experience adapted within the international project “Bridge to Inclusion: Empowering Ukrainian Educators with Special Needs Training”, reflecting the importance of international cooperation and knowledge exchange in achieving SDG 17: Partnerships for the Goals.

Keywords: inclusive education; inclusive competence; teacher professional development; continuous professional development (CPD); sustainable development goals (SDGs); educational inequality; special educational needs (SEN); teacher self-assessment; educational policy; Ukraine.