Today, inclusive education is increasingly understood as an approach to learning that takes into account the diversity of all students — those with different abilities, needs, and potential. This involves not only supporting those who face challenges but also creating conditions for the development of gifted students. It is precisely this broad understanding of inclusion that unites the materials in this issue.

The articles present practical and research-based experiences: from creating an accessible environment in classes to finding solutions amid limited digital resources and analysing international practices. The authors demonstrate that an inclusive school is a space where every student matters, and diversity becomes a resource for shared development. The teacher acts not merely as a transmitter of knowledge, but as an organiser of an educational environment that takes individual characteristics into account, supports diversity, and fosters a culture of mutual respect.

Today, more than ever, it is essential to come together so that schools become spaces of opportunity where everyone is seen, heard, and accepted.