ADAPTIVE LEARNING TECHNOLOGIES IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT: THEORETICAL AND METHODOLOGICAL ANALYSIS

Abstract

The article considers the development of an adaptive paradigm of inclusive education in the context of the digital educational ecosystem of a higher educational institution. The significance of methodological approaches is revealed—systemic-structural, anthropocentric, competence-based, projective, axiological and sociopragmatic ones—in the design of innovative educational strategies aimed at the implementation of inclusive processes. The mechanisms of organizing the information and educational environment, including digital platforms, communication tools and media resources that promote dialogic and collaborative dynamics, are analyzed. Particular attention is paid to the importance of systemic integration of principles of pedagogical differentiation, adaptability and advisory influence, as well as the need to respond flexibly to the changing conditions of the educational paradigm. Arguments are given in favor of continuous improvement of the competence of teachers deploying an inclusive model. The essential role of the project approach and synergetic collaboration of all participants in the educational process to ensure the sustainability and effectiveness of inclusive education is emphasized.