Abstract:

The article is devoted to analyzing the features of STEM education development in the context of inclusive learning in European countries, particularly in Germany and Poland. The relevance of the study is обусловлена сучасними трансформаціями освітніх систем, орієнтацією на компетентнісний підхід, цифровізацію та забезпечення рівного доступу до якісної освіти для всіх категорій здобувачів, including children with special educational needs. STEM education (Science, Technology, Engineering, Mathematics) is considered an innovative interdisciplinary approach that promotes the development of critical thinking, research skills, creativity, and the ability to solve practical problems, which is especially important in an inclusive environment.

The essence of the inclusive approach in education is revealed, which involves ensuring equal opportunities for all students regardless of their psychophysical characteristics, social status, or educational needs. In this context, STEM education serves as an effective tool for integrating children with special educational needs into the educational process, as it involves the use of practice-oriented methods, teamwork, project-based activities, and individualized learning.

The experience of Germany is analyzed, where inclusive education has a long history of development and is implemented based on a decentralized education management system. It is established that the transition from a segregated to an integrated model of education has contributed to the active implementation of inclusive practices, including cooperation between general and special education institutions, the use of adapted programs, and individualized educational trajectories. Special attention is paid to the development of the STEM direction (MINT education) in Germany, which is supported at both the national and regional levels through the creation of educational networks, partnerships with scientific institutions and businesses, as well as the implementation of innovative educational programs. In the context of inclusion, this is reflected in the use of universal design for learning, task differentiation, and the involvement of students in research activities according to their abilities.

Keywords: STEM education, inclusive learning, children with special educational needs, Germany, Poland, educational technologies, differentiation.

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