THE ROLE OF MICRO-CREDENTIALS IN SHAPING THE PROFESSIONAL READINESS OF COMPUTER SCIENCE TEACHERS FOR INCLUSIVE EDUCATION

Abstract

The article is devoted to an analysis of the current state of training computer science teachers for professional activity in the context of inclusive education and to an examination of the potential of microcredentials as a flexible instrument for their professional development. The necessity of introducing specialized microcredential programs is substantiated as a means of rapidly developing narrowly focused inclusive and digital competencies of teachers in the context of the digital transformation of education and the expansion of inclusive learning practices.

The methodological framework of the study is based on an analysis of international and national regulatory and legal documents governing inclusive education, as well as a systematic review of contemporary scholarly publications, which made it possible to identify key requirements for the professional readiness of computer science teachers. Structural deficiencies in existing training models were identified, manifested in the predominance of a theoretical orientation of programs and an insufficient level of practical skills related to the use of assistive technologies, the adaptation of digital educational resources, and the design of inclusive digital learning environments.

The empirical component of the study is grounded in the results of a survey of computer science teachers from general education schools. The data obtained indicate an insufficient level of cognitive and technological readiness among teachers to educate children with special educational needs, alongside a high level of motivational readiness for professional development.

The scientific novelty of the study lies in the conceptualization of microcredentials as a targeted, modular, and practice-oriented mechanism for developing the inclusive and digital competence of computer science teachers. The findings of the study confirm the feasibility of designing a specialized microcredential model within the system of teacher education.