Problem: In the context of global educational transformations, the need to train teachers capable of effectively working in inclusive learning environments and implementing innovative teaching methods is becoming increasingly important. The research problem lies in the insufficient readiness of future primary school teachers to implement the principles of inclusion and innovation, which necessitates the study and adaptation of effective international practices.

The purpose of this study is to analyze international experience in preparing future primary school teachers for innovative activities in inclusive education and to identify directions for its application within the teacher education system of the Republic of Kazakhstan.

Methods: The research methods included analysis of scientific literature, comparative analysis, generalization, and systematization. The empirical base consisted of materials from UNESCO, OECD, the European Agency for Special Needs and Inclusive Education, Erasmus+ programs, and curricula of leading teacher training universities in Canada, the USA, Finland, Australia, New Zealand, and EU countries.

Results: The results revealed key trends in teacher training, including the development of project-based and interdisciplinary learning, the integration of inclusive values into curricula, the use of digital technologies, and the formation of leadership competencies.

Conclusion: The study concludes that an integrated approach to teacher education in Kazakhstan is required, combining theoretical, practical, and research components, expanding international cooperation, and establishing inclusive innovation centers in pedagogical universities.