This article explores the pedagogical, psychological, and organizational factors that contribute to the development of professional competence among primary school teachers working in inclusive educational environments. Inclusive education, as a manifestation of equality and human rights in education, requires teachers to possess a high level of adaptability, methodological literacy, empathy, and the ability to organize a differentiated learning process. The study analyzes the theoretical foundations of professional competence, identifies its structure, and defines key factors influencing its growth under inclusive conditions. It is argued that the competence of teachers in inclusive settings depends not only on professional knowledge and pedagogical skills but also on the integration of social, emotional, and digital competences. The article proposes a model for the development of teacher competence through continuous professional development, reflective practices, and interprofessional collaboration. The findings highlight that creating an inclusive educational culture requires systematic preparation of teachers capable of ensuring accessibility, participation, and success for every learner.  

Inclusive education, professional competence, primary school teacher

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