Abstract
The article explores the potential of the inclusive educational environment in higher education as a strategic factor in shaping the ecological culture of future teachers. The author substantiates the methodological convergence of inclusive and sustainability-oriented (susteining) approaches within a unified academic space. The paper reveals the key structural components of students' ecological culture developing in a heterogeneous educational environment, including susteining consciousness, systemic eco-thinking, axiological, and praxiological bases. Special attention is paid to pedagogical conditions, interdisciplinary mechanisms, and interactive technologies (project-based learning, digital platforms, volunteering) that provide a synergetic effect of integrating humanistic and biocentric values during the professional development of a new generation of teachers. Based on theoretical analysis, the study identifies destructive contradictions between the public demand for eco-oriented specialists and the fragmented nature of curriculum greening. It is concluded that the cross-cutting integration of sustainability and inclusive principles builds a solid foundation of professional-pedagogical competence required to transmit the ideas of sustainable development in modern schools.