Introduction. The relevance of this article is linked to the need to establish a scientific and pedagogical school to create comprehensive interdisciplinary scientific and methodological support for inclusive education, social and labor relations during the period of a new technological order.

The hypothesis of the work is the assumption that, in order to effectively address the problems of inclusive education, social and labor relations, it is necessary to create a scientific and pedagogical school in order to synthesize comprehensive interdisciplinary scientific support for the functioning of the sphere of inclusive education and labor.

The problem addressed in the work is the formation of a mechanism for the functioning of a scientific and pedagogical school in order to create comprehensive interdisciplinary scientific support for the functioning of the sphere of inclusive education and labour.

The goal of the work is to increase the level of employment and well‑being of people with disabilities during the period of the new technological order.

To achieve the set goals, the following tasks are addressed:  — the concepts for solving the socio‑economic problems of people with disabilities during the period of the new technological order are described.

The mechanism and elements of the mechanism for forming a scientific and pedagogical school of inclusive education, social and labor relations are described; – The composition and features of the mechanism for forming a scientific and pedagogical school and the scientific and methodological support for inclusive education and labor are discussed. The object of the article is the concept of inclusive education, social and labor relations. The subject of the article is the mechanism for forming a scientific and pedagogical school of inclusive education, social and labor relations.

Research methods.

The general scientific research methods used in this work include historical and logical analysis, forecasting, and Socratic maieutics. The specific scientific research methods used in this article include socio‑economic monitoring, the statistical method, structural analysis, and others. The study of literary sources is considered to be both an empirical and a theoretical research method. An analysis of literary sources on the topic of this article has shown the following. Scientists are studying the problem of the institutional status of scientific and pedagogical schools in Russian universities [1, pp. 6-11]. Experts analyze scientific concepts and the functions of scientific and pedagogical schools [2, pp. 89-97]. Analysts study the role of scientific and pedagogical schools in the higher education system in the new millennium [3, pp. 47-59]. Inclusion in the sphere of labor relations is considered as one of the elements of regional development strategies [4, pp. 63-71].Educators express the view that it is necessary to provide psychological support to students with disabilities (SD) [5, pp. 687-691]. In the field of special education, a project related to the art of inclusion is being implemented [6, pp. 139-151]. Analysts synthesize the inclusion index as a system of indicators reflecting the practical implementation of the principles of inclusion [7, pp. 19-27]. Within the framework of social policy, experts study the attitude towards inclusion among various social groups [8, pp. 7-26]. Sociologists consider overcoming stereotypes that hinder the development of inclusive relationships to be an essential element of inclusion [9, pp. 151-153]. Computer science teachers assert the need to ensure inclusion in their subject lessons [10, pp. 25-31]. Experts hold the view that inclusive relationships can develop in the context of building a “green economy” [11, pp. 44-52]. Scholars in the field of business administration study issues related to social isolation and social inclusion using methods of linguistic research [12, pp. 84–92]. Lawyers examine the processes of developing the legal framework and the existing forms of social support for people with disabilities [13, pp. 253–258].

Analysts are studying the potential of professional skills competitions for people with disabilities as a way to ensure inclusion and increase the likelihood of employment for people with disabilities [14, pp. 337-342]. Researchers from Rostov‑on‑Don are studying the significance and role of adaptive sports in recreational (and rehabilitation) activities involving people with disabilities [15, pp. 621-622]. The teaching staff of universities is developing a conceptual approach to creating inclusive labour technologies [16]. Scientists propose the concept of social inclusive responsibility (ESG+I), concluding national and social responsibility agreements for firms and corporations [17, p. 2]. Analysts study and propose methods for designing inclusive production technologies and examine the factors that influence their practical implementation [18, p. 2]. Scientists propose developing and managing a model of relationships between people with disabilities and employers [19]. Experts are creating the scientific foundations for a segment of inclusive technologies that involve the employment of people with disabilities [20]. University staff are highlighting the need to improve the efficiency of the system for managing the social development of people with disabilities [21]. A new pattern of international scientific publications in the field of inclusive education, social relations, and labor relations is emerging [22-43]. The scientific community in ASEAN countries is showing interest in the research conducted by Russian scientists. This is confirmed, in particular, by the statistical indicators (number of citations, number of views, number of downloads) of publications by Russian scientists in journals from ASEAN countries [38-43].

Experts express the point of view that active scientific publishing activity can be a sign and basis of self-organization and self-management of self-reproduction processes in scientific and pedagogical schools of universities [44, pp. 192-205].

In general, the analysis of literary sources on the topic of this article has shown the relevance of this article.

Method. The concept of developing a comprehensive interdisciplinary scientific and methodological support for the development of the field of inclusive education and labour in this work will be understood as a systematic view of the structure, composition, and content of such scientific and methodological support. The expediency of a conceptual approach to the issue of forming comprehensive scientific support for inclusive relations is due to the fact that fragmented developments of individual issues related to inclusion do not allow solving the entire range of problems associated with inclusive education and labour, which reduces the socio‑economic efficiency of such scientific and methodological support (and, as a consequence, increases the risks associated with inclusive educational, social, and labour relations).

Carried out in this work by the E-Librarie Foundations (RSCI) An analysis of scientific publications (literary sources) suggests that the totality of scientific works in the field of inclusion suggests the following. Most of the well-known scientific publications on the topic of inclusion have no continuation. This determines the fragmented nature of such studies. The study of the affiliation of authors of scientific sources does not provide grounds for identifying a specific scientific and methodological center for scientific and pedagogical research in this field. Based on the analysis of publications in the field of inclusive education and labour, no evidence of the existence of scientific and pedagogical schools in the form of patterns of scientific publications was identified. Thus, it can be said that there are currently no publication‑based indicators of the formation of a scientific and pedagogical school in the field of inclusive educational, social and labour relations. This confirms the relevance of forming and developing a scientific and pedagogical school in this area (taking into account the importance of the topic of inclusive relations). At the same time, it has been confirmed that the problem of developing comprehensive scientific and methodological support for inclusive education and labour is of an international nature. All of this further confirms the relevance of this publication. A scientific and pedagogical school can act as a collective subject in the formation and development of a certain conceptual approach in the field of inclusive educational, social, and labor relations. In this work (by analogy with the work [3, pp. 47–59]), a scientific and pedagogical school is understood as a project team consisting of academic and pedagogical staff (APS) at a university, united by a common goal of developing and practically socializing a certain concept of inclusive educational, social, and labor relations.

When assessing the relevance of establishing such a scientific and pedagogical school, it is recommended to also take into account that, according to expert estimates, at the beginning of the 21st century, about 7-10% of the population in Russia have disabilities. At the same time, according to estimates by international organizations, in the first quarter of the 21st century, about 1.3 billion people worldwide have disabilities. This means that the number of people with disabilities accounts for about 16% of the world’s population. At the same time, about 80% of all people with disabilities live in developing countries. According to WHO estimates, the proportion of people with disabilities and those with health conditions in the population fluctuates and may increase over time due to the impact of such a factor as population ageing. Experts identify the following as key factors contributing to the increase in the number of people with health conditions: population ageing on a global scale; an increase in the number of chronic diseases; a rise in the number of non‑communicable diseases, etc.

Therefore, the foundations for creating a scientific and pedagogical school (SPS) that are being developed in this work, as well as the conceptual approach to creating a comprehensive interdisciplinary scientific and methodological support for the work in the field of inclusive education and labour, may have an international character and practical implementation.

Monitoring trends in the practice of implementing inclusive social relations makes it possible to structure such key conceptual approaches in the relationship between society and people with disabilities (including those with disabilities).

The first approach (concept) in the field of inclusion is aimed at creating living conditions for people with disabilities and is expressed in the creation of a sufficiently developed system of state social support for people with disabilities [13, pp. 253–258]. The second concept (we will call it the competitive concept) in the field of inclusion covers the organization and conduct of various professional and educational‑entertainment competitions for students and disabled workers, which are considered a way to promote inclusion and increase the employment rate of people with disabilities [14, pp. 337–342]. The third concept (let’s call it the sports concept) in the field of inclusion is aimed at creating a segment of adaptive sports for people with disabilities in order to support recreational (and rehabilitation) activities involving people with disabilities and those with limited health capabilities [15, pp. 621–622]. The fourth concept is the concept of social and inclusive responsibility (ESG+I) of corporations and firms, which involves entering into agreements on national and social responsibility for firms and corporations [17, p. 2].

The fifth concept (which we will refer to as the socio‑labour concept) is aimed at the socialisation of people with disabilities through meaningful work and at creating a segment of inclusive technologies in the real economy that involve the use of the labour of people with disabilities and people with health conditions [16–18]. An analysis of the content of scientific works in the field of social and labor inclusion makes it possible to include the following areas of research in this concept and in the scientific directions for studying social and labor inclusion [16–18].

1. Forecasting the dynamics of changes in the size and structure of the segment of the population with disabilities and health limitations (against the backdrop of the development of the new 22nd technological order and related demographic processes).

2. Formulating a mission, goals, objectives, and a model of public‑private partnership in the field of developing an inclusive labour market.

3. Formulating the concept and developing the provisions of a national agreement on inclusive social responsibility for Russian and international corporations.

4. Managing the formation of the paradigm and the development of the mechanism for interaction between employers and people with disabilities in the context of the new technological order.

5. Forming a mechanism for managing the social development of people with disabilities and individuals with disabilities in inclusive education..

6. Creating a mechanism for managing the social development of people with disabilities and individuals with disabilities in inclusive employment relations..

7. Scientific and methodological support for the development and operation of information and communication platforms for interaction between employers and people with disabilities.

8. Managing the development and transformation of social and professional institutions within the framework of the practical implementation of the concept of inclusive corporate social responsibility.

9. Creating scientific and methodological support for the operation of scientific and pedagogical schools in the field of inclusive education.

10. Developing the scientific foundation for the functioning of scientific and pedagogical schools in the field of inclusive labour.

11. Optimizing the functions and roles of Resource Educational and Methodological Centres (REMCs) in the development of inclusive labour markets, social and labour relations..

12. Creating a model of a system for managing the social development of people with disabilities based on the methodology of project‑based inclusive education.

13. Developing the game method and the method of project‑based activity play in inclusive pedagogy.

14. Development of mentoring methodology in inclusive work.

15. Development of mentoring methodology in inclusive pedagogy.

16. Formation and socialization of the participatory method in inclusive pedagogy.

17. Development and implementation of the methodology of implicit (implicit) pedagogy in an inclusive university

18. Improvement of the systematic approach and analytical pedagogy.

19. Formation and evaluation of the effectiveness of the recreational trend in the development of inclusive pedagogy.

20. Development of scientometric methods in inclusive science and education.

21. Development and promotion of scientific and pedagogical schools in the context of social and labour inclusion.

22. Development of design methods and design of an automated career guidance system for people with disabilities based on the Individual Rehabilitation and Adaptation Programme (IRAP) for people with disabilities and persons with disabilities..

23. Development of ubering methods (reducing the number of barriers and intermediaries) in the career guidance system for people with disabilities based on IRAP..

24. Analysis of opportunities and development of the organisational subculture of remote employment as a tool for the social inclusion of people with disabilities.

25. Risk analysis in the formation of an organizational subculture of remote employment in the implementation of socio‑labor inclusion of people with disabilities.

26. Study of the opportunities and risks associated with the development of an industry‑specific organizational subculture of remote employment (as a tool for the social inclusion of people with disabilities).

27. Development of a methodology for designing inclusive technologies in the real economy and the social sphere.

28. Development of methodological tools for self‑assessment of professional competence and for building a personal professional brand among people with acquired disabilities (taking into account the dynamics of health status and its correction).

At present, these areas of research and practical activity in the field of social and labor inclusion can only be tentatively and условно classified as fundamental research, specific scientific research, and specialized research. This situation is due to the fact that in 2026 there is a high degree of uncertainty regarding the prospects for the development of the aforementioned areas of social and labor inclusion.

Discussion. The development of the scientific and pedagogical school (SPS) proposed in this article may have a positive impact on the comprehensiveness and effectiveness of the scientific support for the field of inclusive education and labour. The growing relevance of the socio‑economic problems faced by people with disabilities and their families creates a demand for the formation of a scientific and pedagogical school (SPS) to provide comprehensive interdisciplinary scientific and methodological support for the field of inclusive life, education and labour. In turn, the degree of success in addressing the socio‑economic problems of people with disabilities and their families can influence the level of stability of the socio‑economic development of society at the regional and national levels. A review of the literature has shown that by the end of 2026, 5 (five) concepts of scientific support in the field of inclusion may be identified. It can be predicted that the integration of these five conceptual areas of inclusion will make it possible to address the problems of the life and existence of people with disabilities in the economy and society more effectively and comprehensively in the context of the formation of a new technological order and the ongoing changes.

It can be expected that the process of forming scientific and pedagogical schools in this field may have a significant impact on the productivity and effectiveness of the created comprehensive interdisciplinary scientific and methodological support for the sphere of inclusive life, education, and work? Viewed as scientific and innovative project teams, scientific and pedagogical schools can have a substantial accelerating effect on the process of improving the effectiveness of scientific and methodological support for inclusive social, professional, and labor relations.

This is precisely the comprehensive approach that has already been implemented in the works [17, p. 2; 18, p. 2]. Taken together, these two monographs and the publications they are based on can be considered the core of the scientific and methodological support and the formation of a scientific and pedagogical school in the field of social and labor inclusion, as well as the development of the segment of inclusive technologies in the real economy and the social sphere.

Additionally, it is recommended to take into account that, in order to address the problems of inclusion and inclusive labour, it would probably be advisable to more actively involve people with disabilities themselves in such scientific and pedagogical schools. This proposal may be related to the fact that other employees (non‑disabled individuals) may lack the necessary empathy (compassion) to effectively address the inclusive challenges of the modern era. Would you agree that it’s easier for someone with a disability to understand the problems faced by someone with a disability (than for a healthy person)? For example, it is presumably easier for someone with a disability to address the issue of converting a conventional (non‑inclusive) production technology into an inclusive one than for a healthy person, due to a better understanding of the extent of their own health limitations? Or would a person with a disability likely be more interested in removing regulatory or administrative barriers to employment for people with disabilities?

Building on this idea, it could be proposed to consider introducing quotas for employees of organizations engaged in issues related to inclusion (including inclusive educational institutions and universities, charitable foundations, and so on). For example, it could be established that about 30-50% of the faculty at an inclusive university and the staff of Resource and Training Centers (RTCs) should be people with disabilities? Perhaps this approach could also be one of the ways to employ people with disabilities? In addition, can the personal example of such disabled people (teachers, researchers, etc.) inspire students to further develop and participate in labor relations as much as possible? It should be noted that this proposal fully corresponds to the trend being formed in the conditions of a new technological order to increase the degree of staff involvement, manage the social development of staff, and use the method of participatory management.

Since the issue of inclusive education and labour is an international one, it is possible that in the development of comprehensive interdisciplinary scientific and methodological support for the sphere of inclusive life, education and labour, not only the scientific and pedagogical school (SPS) of a particular university may be involved, but also the international scientific and pedagogical community? Russian scientists express the view that scientific and publishing activities are the most important indicator of the formation of a scientific and pedagogical school. In the course of scientific and publishing activities, the reproduction and self‑development of the scientific and pedagogical school are carried out [44, pp. 192–205]. The publications presented in this article allow us to conclude that the core of the scientific and pedagogical school of inclusive education and labour has been formed, including the methodological provisions for the development of the segment of inclusive technologies in the real economy [16–43].

Conclusion. The article provides an overview of publications on the topic. It was concluded that a conceptual approach and the development of a comprehensive interdisciplinary scientific and methodological framework for the field of inclusive life, education, and work are necessary to address the practical problems in this area (social and labor inclusion). The article proposes the formation of a scientific and pedagogical school (SPS) with a corresponding focus. Promising areas of scientific research for the newly created international scientific and pedagogical school (NPS) were identified in the future, which can be considered in their entirety as a comprehensive interdisciplinary scientific and methodological support for inclusive life, education and work in the context of the formation of a new technological order. A proposal was formulated to rely more on the capabilities of the disabled themselves, to apply the methodology of participatory management in this area. As areas for further scientific research on the topic of this article, it is recommended to further develop: the mechanism of operation of the scientific and pedagogical school (SPS), the methodology of systems engineering in the field of inclusive education and labor, and to take a more comprehensive approach to the development of information and neurotechnologies.

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44. Asaul A.N., Asaul M.A. Scientific and publishing activities of a scientific school — the key mechanism of its self‑organization, self‑governance and reproduction of scientific and pedagogical activities //Municipal Academy. 2026. No. 2. Pp. 192–205.

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