This article explores the importance of integrating inclusive and digital education in teacher education from both theoretical and practical perspectives. Particular attention is paid to the legal, pedagogical, and technological foundations of inclusive education, as well as to the mechanisms for incorporating key competencies-psychological-pedagogical, methodological, communicative, digital, and reflexive-into curricula and course modules in teacher training programs. The study highlights the role of digital technologies in enhancing inclusive practices, including the use of individualized education plans (IEPs), differentiated instruction, adaptive assessment, and digital learning tools to support learners with special educational needs. Through practical examples, the effectiveness of combining inclusive and digital approaches in creating accessible and flexible learning environments is demonstrated. Furthermore, the article proposes a collaborative model involving educational institutions, families, and communities, supported by digital platforms, and presents a system of monitoring and evaluation indicators to ensure the quality and sustainability of inclusive and digitally enriched learning environments.

inclusive education; digital education; teacher education; differentiated instruction; adaptive assessment; digital inclusion; collaboration; monitoring; evaluation.

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