Digitalization Practices for the Professional Development of University Faculty in Inclusive Education

Abstract

This study examines approaches to developing inclusive competencies among university faculty in the context of the digital transformation of higher education. It focuses on the use of digital educational technologies and Massive Open Online Courses (MOOCs) as effective tools for continuous professional development in inclusive education. The research analyzes the psychological and pedagogical foundations of the inclusive education model developed within the framework of the World Bank’s Secondary Education Modernization Project and reviews national and international practices aimed at supporting students with special educational needs through collaborative and interdisciplinary approaches.The purpose of the study is to substantiate the effectiveness of the digital transformation of faculty professional development through the design and implementation of a MOOC on inclusive education. Particular attention is given to the methodological and technological principles of online course design that ensure accessibility, flexibility, and high-quality learning outcomes. The findings indicate that integrating universities into MOOC ecosystems expands access to professional development opportunities, optimizes educational processes, and improves the quality of digital learning resources. The study also identifies effective pedagogical strategies, online teaching methods, and quality assurance mechanisms for continuing professional education.The proposed digital model contributes to strengthening the inclusive competencies of university faculty, enhancing teaching quality, and supporting the digital transformation of higher education. Its practical significance lies in providing accessible, scalable, and resource-efficient professional develop-ment while promoting individualized learning, continuous feedback, and the advancement of an inclusive culture within higher education institutions.