The article discusses the problem of forming an effective ecosystem of inclusive education in the system of training future teachers. The purpose of the study is to scientifically substantiate the possibilities of developing inclusive competencies of future teachers by adapting the Future Classroom Lab (FCL) model to the conditions of higher pedagogical education. Results. It has been established that the implementation of the FCL model allows for the organization of inclusive education not as a set of individual methods, but as a holistic ecosystem whose pedagogical, spatial, and technological components are interconnected. Future teachers have systematically developed their skills in diagnostic and evaluative, didactic adaptation, and inclusive assessment. TEIP results in quantitative indicators have grown significantly: confidence in inclusive education increased from 2.8 to 3.9, task adaptation from 2.6 to 3.8, behavior management from 2.7 to 3.7. Class indicators also improved (there was an increase in the criteria of emotional support, process organization, cognitive stimulation). According to SACERS, the overall average assessment of the learning environment was recorded at a high level, which ensured the availability and safety of premises, flexibility of zones and inclusive adaptation. Scientific novelty. The scientific novelty of the study lies in the adaptation of the Future Classroom Lab model to the context of higher pedagogical education and the justification of inclusive training at the university-future teacher level using an ecosystem approach. Practical significance. The results of the study provide a clear methodological basis for training future teachers in universities to work in an inclusive environment based on experience. The FCL ecosystem allows for the reorganization of the learning space, the development of adapted educational materials, the creation of a safe psychosocial environment, and the implementation of inclusive approaches to assessment.