This article elucidates the issues surrounding the formation of professional competence for operating within activity centres under inclusive education conditions. In particular, the theoretical and legal foundations of organising the educational process based on the principles of the inclusive approach promoted by UNESCO and UNICEF are thoroughly analysed. The possibilities of implementing differentiated and personalised education are examined through activity centres, taking into account the individual needs, innate abilities, and developmental characteristics of students. Furthermore, the study explores the methodical aspects of developing pedagogical competences in areas such as the effective organisation of activity centres, working with children who possess special educational needs, fostering a collaborative environment, and enhancing reflective approaches. According to the research findings, the targeted and systematic utilisation of activity centres in an inclusive educational environment serves to improve both the quality of education and the level of social adaptation among students.