ANALYSIS OF THE SEVERITY OF EMOTIONAL INTELLIGENCE, STYLES OF PEDAGOGICAL COMMUNICATION, READINESS FOR INCLUSIVE PEDAGOGICAL ACTIVITY AMONG STUDENTS, DEPENDING ON GENDER AND SOCIO-ENVIRONMENTAL FACTORS

Abstract

The article shares the comparative results of the expression of emotional intelligence, styles of pedagogical communication and readiness for pedagogical activity among students of the Chechen State Pedagogical University and the Azerbaijan University of Languages, depending on gender and socio-environmental factors. The study is carried out in a remote format by reference to an electronic form containing sections with stimulus materials of different vector techniques. The main objective of the study is to systematize the results of a comparative analysis of the parameters of emotional intelligence in students studying pedagogical profiles. The indicators of readiness for pedagogical activity in an inclusive educational environment are studied, taking into account the gender characteristics of students. The analysis of the research results on the socio-environmental factor, i.e. the place of residence of students, is provided. A comparative analysis of the average values for the study variables revealed significant differences between students living in rural and urban areas, according to certain characteristics of inclusive culture. The results of the study make it possible to develop programs to provide foundations of an inclusive culture among future student teachers and create programs focused on preparing for work in an inclusive education, taking into account the identified gender and socio-environmental factors.