Аңдатпа
The article reveals the theoretical and methodological foundations for the formation of innovative activity among higher education teachers in the context of digital transformation and the development of inclusive education. The article presents the results of an empirical study aimed at identifying the factors of professional development, the specifics of teachers' participation in advanced training programs, and their attitudes towards distance learning formats. The article substantiates the need for the institutionalization of a synergistic model for training innovative-active teachers.