Introduction. Inclusive volunteering is of great importance in modern world. Practice shows that the activities for its implementation and organization require the psychological readiness of volunteers. The purpose of this investigation is to study the self-assessment of the psychological readiness of students of a pedagogical university to organize inclusive volunteering.

Materials and methods. The study was conducted using the methods of questionnaires and direct scaling. It was attended by 96 students getting education of “Pedagogical Education”.

Results. The majority of respondents believe that they do not have the necessary level of skills to carry out and organize volunteer activities in general and inclusive volunteering in particular. At the same time, students associate positive feelings with inclusive volunteering.

Discussion. According to the students ' self-assessment, the cognitive and behavioral components of psychological readiness for the implementation and organization of inclusive volunteering are not sufficiently formed. The affective component is formed at a sufficient level.

Conclusion. The obtained data indicate the need for additional training of students for the implementation and organization of inclusive volunteering and volunteer activities in general.

Psychological readiness to implement and organize inclusive volunteering can be considered as a type of social attitude in the unity of three components: cognitive, affective and behavioral;

The cognitive and behavioral components of psychological readiness for the implementation and organization of inclusive volunteering, according to the students' self-assessment, are not sufficiently formed; the affective component is formed at a sufficient level;

The need for additional training of students for the implementation and organization of inclusive volunteering and volunteer activities in general is justified.

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