ENSURING EQUAL ACCESS TO EDUCATIONAL RESOURCES: AN INCLUSIVE-INSTITUTIONAL APPROACH UNDER CONDITIONS OF EUROPEAN INTEGRATION

Abstract

The study examines the problem of ensuring equal access to educational resources in Ukrainian higher education institutions through an inclusive institutional approach. The purpose of the study is to substantiate the theoretical foundations for the development of social inclusion in the context of European integration, to develop a relevant concept, and to outline its implementation in the post-war period. The methodology is based on a comprehensive analysis of international practices, including the experience of the United Kingdom, Germany, and Poland, as well as the study of the European Union's regulatory and legal framework. The authors establish the need to move from the medical model of disability to a social-institutional model, in which the barrier is understood not as a person’s health condition but as the inflexibility of the environment. The analysis demonstrates the effectiveness of the “personal budget” model and digital inclusion as instruments of learner autonomy. The study substantiates that the implementation of universal design standards and the principles of the Rome Communiqué is a strategic condition for modernizing higher education. The practical significance of the study lies in developing a “roadmap” for aligning Ukrainian legislation with the requirements of the European Higher Education Area.