The article presents the author's understanding of the modern phenomenon of "inclusive culture" and the possibility of considering this concept in terms of understanding the quality of professional education. The construction of teacher education on the basis of the axiological approach has actualized a whole line of problems related to determining ways of forming not individual knowledge, skills, but significant integrative value characteristics, which, of course, include an inclusive culture

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... hat provides the solution to the most elaborate complex pedagogical problems in implementing the ideas of inclusion the existing system of socio-cultural space. Some concepts related to the characterization of the teacher's professional activity require modern refinement, understanding, and often updating the semantic and meaningful content. One of them is an inclusive culture, which is described very ambiguously and is often replaced by other terms. In order to identify possible mechanisms for the formation of an inclusive culture of future teachers in the context of university education, it becomes necessary to study this phenomenon, which requires a clear methodological justification and the use of carefully selected diagnostic tools. This article contains extensive empirical material that allows not only to draw conclusions by summarizing the experimental data, but also to build further the logic of an organized study aimed at finding modern effective methods of forming an inclusive culture.