Introduction. The article substantiates the relevance of socio-cultural transformations in determining the strategy of professional training of future teachers and increasing their professional competence in an inclusive educational space. On the basis of theoretical research and generalization of experience, the possibilities of the socio-educational and educational environment of modern higher education have been identified for expanding volunteer inclusive practice and forming students' readiness for inclusive volunteering.

Materials and methods. The methodological basis of the research is built in the aggregate of the system-activity, motivational-value and participatory approaches. The leading ideas and specificity of the indicated approaches made it possible to model the process of formation of readiness for inclusive volunteering, to determine its content and pedagogical strategies in the professional training of future teachers.

Results. On the basis of theoretical research and empirical experience, the authors identified the possibilities of designing the socio-cultural space of higher education for the implementation of inclusive volunteering, modeling the educational process of professional training of teachers for inclusive volunteering, taking into account the socio-cultural capabilities of the socio-educational and educational space of the university. The essential characteristic of readiness as an integrative personality trait is presented, including motivational-value, cognitive-operational, personality-reflexive components necessary for the implementation of volunteer activities in an inclusive educational environment.

Discussion. The author's model of the formation of readiness for inclusive volunteering is the integration of interrelated components: regulatory and legal, motivational-targeted, content-procedural, evaluative-productive. On the basis of the study, the organizational, methodological and substantive aspects of inclusive volunteering and readiness for its implementation are discussed. The presented didactic toolkit allows you to provide interactive educational interaction in all types of activities aimed at the implementation of active volunteer practice and the transmission of the value of inclusion.

Conclusion. It is concluded that the formation of the readiness of future teachers for inclusive volunteering requires an integrated approach, purposeful and planned actions for the manifestation of student initiatives and self-realization in volunteer inclusive activities.

Identified the possibilities of designing the socio-cultural space of higher education for the implementation of inclusive volunteering;

The essential characteristic of readiness for inclusive volunteering as an integral quality of the personality of a future teacher is presented;

The components of the model of formation of readiness for inclusive volunteering among future teachers have been determined;

Considered didactic tools for the formation of volunteer competence and the implementation of inclusive volunteer practice. 

1. Gnatyshina E., Vorozheikina A., Tsilitskiy V., Salavatulina L. & Reznikova E. (2019), “Social and cultural transformation of teacher training tools under digitalization conditions”, The European Proceedings of Social & Behavioural Sciences, vol. LXXVI, pp. 1088–1093.

2. Rozhentseva T.M. (2019), Volonterstvo kak forma sotsial'nogo vospitaniya molodezhi [Volunteering as a form of social education for young people], Obrazovaniye. Kar'yera. Obshchestvo, 2 (61), 65–67. (In Russian).

3. Pilipenko A.YU. (2018), Opyt razvitiya studencheskogo volonterstva i obucheniya volonterov v Pskovskom gosudarstvennom universitete [Experience in the development of student volunteering and training of volunteers at the Pskov State University], Vestnik Cherepovetskogo gosudarstvennogo universiteta, 6, 191–199. (In Russian).

4. Salavatulina L., Shumilova E., Gnatyshina E., Vorozheikina A. & Vasilenko Е. (2021), “Formation of an inclusive volunteering culture in the training of students The European Proceedings of Social & Behavioural Sciences, vol. 102, pp. 835–839.

5. Sorokoumova G., Ariyan M. & Ushakov E. (2021), “Formation of psychological readiness to volunteering among students – future foreign language teachers”, The European Proceedings of Social & Behavioural Sciences, vol. 102, pp. 62–67.

6. Kiseleva I.N. (2017), Ispol'zovaniye innovatsionnykh podkhodov k organizatsii volonterskoy deyatel'nosti v vuzakh sovremennoy Rossii [The use of innovative approaches to organizing volunteer activities in universities in modern Russia], Sovremennyye naukoyemkiye tekhnologii, 8, 105–110. (In Russian).

7. Martynova T.N. & Gavlo Ye.A. (2019), Sotsial'naya volonterskaya deyatel'nost' studentov vuza v usloviyakh inklyuzivnogo obrazovaniya [Social volunteer activity of university students in the context of inclusive education.], Professional'noye obrazovaniye v Rossii i za rubezhom, 1 (33), 153–159. (In Russian).