Structural and Functional Model of the Inclusive Educational Environment as a Multilevel Psychological System
Abstract
Abstract. The relevance of this study is determined by the insufficient integration of the psychological dimension into theoretical models of inclusive education, which results in a gap between normative conceptualisations of inclusion and its practical implementation within educational environments. The methodological framework is grounded in the systems-ecological approach, principles of structural-functional analysis, and assumptions of social cognitive theory, which enabled the theoretical modelling of an inclusive educational environment. The study identifies systemic gaps in the functioning of inclusion, in particular inconsistencies between cognitive-normative representations and behavioural practices, an imbalance between the internal psychological organisation of the environment and external social conditions, as well as limited effectiveness in translating inclusive principles into everyday pedagogical interaction. A structural and functional model of an inclusive educational environment has been developed, representing it as a multilevel system of interaction integrating the socio-institutional context, the psycho-cultural level of regulation, internal components of interaction (cognitive, affective-value, behavioural, and organisational), the mechanism of self-efficacy, and an outcome system with feedback loops. It is substantiated that psychological culture performs the function of a systemic mediator, ensuring the internalisation of external influences and their transformation into internal regulators of behaviour. It is established that self-efficacy acts as a key mechanism for the transition from attitudes to stable interaction practices, whereas the socio-psychological climate determines the level of psychological safety, acceptance, and inclusion of participants in the educational process. The scientific novelty lies in the development of a conceptual model with a clearly defined logic of interrelations and mechanisms of alignment across functional levels. The practical significance lies in the potential application of the model for the analytical assessment and design of inclusive educational environments.
Keywords: inclusive education; inclusive educational environment; psychological organisation of the environment; personal efficacy; educational space; structural-functional model; psychological culture; socio-psychological climate.
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