The article investigates the pedagogical conditions essential for developing inclusive competence in future teachers and reviews relevant research. It evaluates various definitions of "pedagogical conditions" and identifies their key components. This research paper discusses integrated methods of determining pedagogical conditions. The importance of the work of high schools on the formation of inclusive competence of future teachers is emphasised. The descriptions of internal and external pedagogical conditions of professional training of specialists are given, as well as their content is defined. On the basis of the research of scientists-researchers organisational and pedagogical, content and procedural types of pedagogical conditions are considered. The creation of a set of pedagogical conditions and effective implementation of these conditions in the formation of inclusive competence of future teachers are the main factors in achieving high results in inclusive education. When developing a set of pedagogical conditions, it is important to take into account the requirements of modern society and social demands. The need to train teachers capable of inclusive education and possessing inclusive competence requires changes in the curricula of universities, as well as the introduction of updated methods in the content of education.The formation of inclusive competence among future teachers can only be achieved through the successful implementation of these pedagogical conditions.