Empathy and tolerance as determinants of the formation of a culture of interaction among future teachers in the context of inclusive education: The search for innovative practices

Abstract

Purpose. The purpose of the article is to theoretically substantiate the role of empathy and tolerance as key determinants in shaping the culture of professional interaction among future teachers in the context of inclusive education, as well as to develop innovative practices aimed at developing these personal qualities in students of higher education institutions of pedagogy.

Methodology. The research methodology is conceptually based on both theoretical and empirical levels. At the theoretical level, we used methods of analysis, synthesis, systematisation, comparison and generalisation. At the same time, the modelling method allowed us to develop the author’s model of empathy and tolerance formation in students of pedagogical specialities, which structurally consists of seven consecutive levels. At the empirical level, we used methods of pedagogical observation and interviews with students majoring in pedagogy, which allowed us to identify the characteristics of their value-semantic orientations and their level of readiness for inclusive interaction.

Results. The results of the study show that innovative forms of developing social and emotional competencies enable more effective formation of a culture of interaction by ensuring comprehensive development of cognitive, emotional and value components. We have determined that the formats analysed are effective when students not only ‘know’ but also ‘feel’ the experience of others. The unique value of art therapy is precisely the emotional involvement in the feelings of another person. We have developed and proposed the following formats of work: ‘The Mask of the Other’, ‘Colours of Empathy’, ‘My Space of Tolerance’, ‘Music of Emotions’, ‘Map of Tolerance’ and ‘Tree of Interaction.’

Conclusions.  Based on the results of the study, we have grounds to draw the following conclusions: studying empathy and tolerance as determinants of the formation of a culture of interaction opens up broad opportunities for finding innovative practices and creating new pedagogical strategies aimed at developing a humanistically oriented educational space. It is precisely such approaches that will allow future educators not only to adapt to the conditions of inclusion, but also to actively shape a culture of mutual understanding, cooperation and mutual support in society. At the same time, the challenge for educational institutions remains the systematic implementation of the practices we have identified, which must be actively integrated into curricula and have appropriate scientific and methodological support.

Further research should be aimed at developing modular training programmes for students that combine theoretical learning with the practical implementation of art therapy technologies focused on developing empathy and tolerance in an inclusive environment.

At the same time, it is important to emphasise that further development of research in this area requires a comprehensive understanding of empathy and tolerance as key competencies of a 21st-century teacher. They should become not only a component of individual professional style, but also defining characteristics of an educational culture that ensures the integration of humanistic values into the practice of inclusive education. This opens up prospects for the formation of a new pedagogical paradigm focused on personal development, mutual understanding and social unity.