Abstract
This article presents a structural-logical model for the formation and diagnostics of teachers' professional readiness for inclusive computer science education within a micro-qualifications system in a digital educational environment. Based on a systematic review of 38 scientific publications and a survey of 67 computer science teachers, a deficit in teachers' inclusive-digital competence was identified, and the role of micro-qualifications as a flexible tool for addressing this deficit was substantiated. The structure of professional readiness (motivational-value, cognitive, and operational-activity components) and six interrelated blocks of the model (organizational-pedagogical conditions, target, theoretical-methodological, content, procedural, and diagnostic-evaluative) are revealed. The content block includes a system of six micro-qualification modules structured according to the principle of increasing complexity. The validity of the developed model was confirmed through expert validation using a simplified Delphi procedure involving 12 specialists — scholars in inclusive education and pedagogy (Abai KazNPU, Astana IT University), methodologists from the Orleu center, and experienced computer science teachers working with children with special educational needs. The model was verified against international framework documents (DigCompEdu, UDL 3.0, TPACK) and the professional standard "Teacher" of Kazakhstan (2025).