The article addresses the issue of preparing future teachers for work in an inclusive educational
environment based on the concept of the “Future Classroom Lab.” The purpose of the study is to demonstrate
the potential of training future teachers for an inclusive environment through the implementation of the Future
Classroom Lab concept: methodology and Methods. During the research, a pedagogical experiment was
conducted involving students majoring in education. As part of the experiment, a survey was administered
to assess the participants’ knowledge, understanding of inclusive education, and potential challenges in
implementing inclusive practices in their future professional activities. Before the survey, students were provided
with information on the principles of inclusive education and the essence of the Future Classroom Lab concept.
Results. The results revealed that future teachers possess a general understanding of inclusive education. The
vast majority recognize the importance of inclusive education principles and acknowledge that mastering them
has a significant impact on their future professional practice. The Future Classroom Lab concept proved to be
highly effective in fostering a high-quality, inclusive educational environment, as well as in developing key
competencies such as critical thinking, empathy, tolerance, and quantitative competence among future teachers.
The findings of the survey confirm that the Future Classroom Lab concept plays an important role in creating a
quality, inclusive educational environment and has a direct influence on the formation of essential professional
competencies in future teachers. Scientific novelty. The scientific novelty of the study lies in demonstrating that
training future teachers within the framework of the Future Classroom Lab concept contributes to the creation of
an accessible and high-quality educational environment and enhances the implementation of inclusive education
principles. Practical significance. The practical significance of the study is that its results can be applied to
improve the methodological preparation of future teachers in the process of professional training.