Abstract
This article offers a theoretical and analytical review of the psychological determinants underlying the development of socio-pedagogical competencies in future special educators. In contemporary inclusive education, professional success is shaped not only by subject-matter and methodological knowledge, but also by a broad range of personal–psychological characteristics. The analysis of the literature highlights several core components of competence: emotional intelligence, empathy, professional reflection, self-regulation, internal motivation, and social sensitivity. These components operate as an integrated psychological system that supports the formation of socio-pedagogical competencies rather than as a set of isolated traits. Particular attention is given to the role of a psychologically safe learning environment, supportive interactions with instructors, supervision practices, and structured reflective tasks in strengthening students’ intrinsic motivation and sense of professional self-efficacy. The review further shows that the dynamic interaction between personality factors and pedagogical conditions influences future special educators’ stress tolerance, their capacity to interpret complex educational situations, and their ability to build constructive relationships with children, families, and colleagues. The conclusions point to the need to reinforce the psychological dimension of special educator training programmes by incorporating targeted interventions aimed at developing emotional competence and reflective skills. By focusing on psychological determinants, the article contributes to a deeper understanding of the personal and professional profile of future special educators within the framework of psychological research.