Relevance. In the context of changes in the modern education system, the importance of identifying and utilizing the potential of interdisciplinary teams in educational organizations is growing. Moreover, modern requirements for inclusive education actualize the search for effective mechanisms to develop the communicative competence of adolescents through interdisciplinary interaction among specialists. The development of communication skills in adolescents, as a key component of their social adaptation, requires a comprehensive approach uniting the efforts of various specialists.
Aim. The aim of the research is to theoretically substantiate and practically reveal the potential of an interdisciplinary team within a school community in developing the communication skills of adolescents aged 13–16 in inclusive educational settings.
Methods. A complex of methods was applied: theoretical analysis of scientific literature, study and generalization of pedagogical experience, expert assessment method, questionnaires for teachers and students, observation, and statistical data processing. The empirical base was formed by the experience of the socio-psychological service «Farvater» of the State Budgetary Educational Institution of Moscow «School No. 2025».
Results. The essence of the potential of an interdisciplinary team is defined as a set of latent capabilities of a professional group capable of generating a synergistic effect in educational activities. The structural components of the potential were identified: human, organizational, technological, and resource based. Pedagogical conditions for actualizing the potential of the team were substantiated. Based on the analysis of the activities of the «Farvater» service, a model for realizing the potential of an interdisciplinary team was developed.
Conclusions. The potential of an interdisciplinary team of a school community is a dynamic system of professional, organizational, and technological resources, the effective actualization of which ensures the qualitative formation of communication skills of adolescents in an inclusive educational 
environment.

Aim. The study of the problems of the process of introducing inclusive education in schools in Fryazino, Moscow region, the current state of this type of education in educational institutions of the city, as well as the development of practical proposals for their development.
Methodology and results. The following research methods were chosen: analysis, comparison, study of specialized literature, survey, testing, grouping method, compilation of statistics. The result of the work was the identification of the three most common models of inclusion and the identification of the reasons for the insufficiently effective functioning of each of them, on the basis of which appropriate recommendations were made for the development of inclusive education in the urban district. Further research and development in this area can be carried out in the direction of improving the conditions of inclusive education, in particular, improving integrative, psychological, and pedagogical models of inclusive education. 
Research implications. In the framework of psychological and pedagogical support, further research on the influence of their components on the emotional state, behavior, academic performance and socialization of schoolchildren with autism spectrum disorders may be useful. Such studies will help to receive feedback from students who are targeted by inclusive education.

Aim. The article examines the role of an educational institution, particularly the school’s management team, in shaping a local ecosystem of technological sovereignty. 
Procedure and methods. Research key directions for the transformation of school education: the introduction of innovative methods for teaching mathematics, the creation of a digital ecosystem for additional professional education, and the development of scientific literacy and an interdisciplinary approach. The analysis focuses on the mechanisms for integrating educational institutions into the process of building the country’s technological independence by developing students’ competencies required for participation in scientific and technological progress.
Research implications. The theoretical significance lies in the systematization of the directions of transformation of school education, the creation of a digital ecosystem of additional professional education, the development of scientific literacy and an interdisciplinary approach that can be used to improve work programs, training sessions and the education system as a whole.

Aim. In the modern world it is important to form economic knowledge in older preschool children. At this age, foundations of thinking, habits, and skills are laid that later become the basis for successful economic activity. Children who understand the basics of economics from an early age have a greater chance of becoming successful participants in economic relations in the future. They grow up as conscious consumers who can manage their finances, understand the value of work, and recognize the consequences of their actions.
Methodology and results. In the current conditions of a market economy and relations, children from an early age encounter concepts such as money, goods, services, and advertising. Therefore, it is very important that children understand how the economy functions and how their actions affect the economic environment. One of the most effective teaching methods is the use of plot-based role-playing economic games. These games should be designed taking into account the age characteristics of children, their interests, and their level of development. They can include role-playing, simulations of trading processes, and other interactive formats that help children not only master theoretical knowledge but also apply it in practice. It is important that the games are not only informative but also engaging, which will allow children to immerse themselves in the study of economic concepts with interest.
Research implications. The additional inclusion of story-based role-playing games in the educational process in the older preschool age contributes to a faster and deeper understanding of economic terms, the ability to work in a team and make decisions. Story-based role-playing games not only contribute to the formation of economic knowledge, but also help children develop important skills that they will need in the future. Economic education should begin at an early age in order to prepare children for an active and successful life in society as early as possible.