Inclusive education places unprecedented psychological demands on beginning teachers because they must respond flexibly to the heterogeneous cognitive, emotional and social needs of every learner in a single classroom. The present study analyses a structured program for developing psychological readiness among undergraduate pedagogy majors in Uzbekistan. Psychological readiness is operationalized as the integrated expression of cognitive openness to diversity, affective resilience when facing behavioral challenges, and behavioral self‑efficacy in applying adaptive instructional techniques. A quasi‑experimental design compared an intervention group that completed a semester‑long readiness module—including reflective seminars, supervised micro‑teaching in inclusive settings and individual coaching—with a control group receiving standard teacher‑training courses. Mixed methods were employed: quantitative pre‑ and post‑testing with the Inclusive Teacher Self‑Efficacy Scale, the Jefferson Scale of Empathy (educator version) and the Connor–Davidson Resilience Scale, complemented by qualitative analysis of reflective journals. After sixteen weeks the intervention cohort demonstrated statistically significant gains on all three scales (p < 0.01) and produced richer, more learner‑centred reflections, whereas the control group’s indicators remained largely unchanged. The findings corroborate international evidence that purposeful psychological preparation enhances novice teachers’ capacity to sustain inclusive practice. Embedding such modules in teacher‑education curricula is recommended, alongside continuous mentoring during practicum placements.

Psychological readiness, inclusive education, teacher education

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