The digital educational environment as a predictor of future teachers' inclusive competence: A mediation analysis

Abstract

This study investigates the characteristics of the digital educational environment that influence the development of teachers' inclusive competence. Utilizing a quantitative, correlational-regression design with mediation analysis, the research involved 214 undergraduate students from pedagogical specialties in Ukraine. Standardized instruments based on DigCompEdu and UNESCO frameworks were employed to assess the digital environment's supportive potential and students' inclusive competence. Results indicatethat participants possess an above-average level of inclusive competence, particularly in value-motivational aspects. Statistical analysis reveals that a supportive digital context (β = 0.36) and the accessibility of digital services (β = 0.24) are significant predictors of inclusive competence. Furthermore, mediation analysis confirms that the accessibility of digital services partially mediates the relationship between a supportive environment and inclusive competence (indirect effect = 0.16). The findings suggest that higher education institutions should prioritize creating supportive, accessible digital ecosystems to foster future teachers' readiness for inclusive education effectively.