Introduction. Research on inclusive education in diverse societies emphasizes the conceptual, practical, and methodological importance of understanding the lived experiences of people with disabilities. From an existential and phenomenological perspective, concepts such as intersubjectivity, social interaction, and dialogue take on particular significance.
This paper explores the existential and phenomenological dimensions of the individual experience of people with disabilities in inclusive education, focusing on the role and meaning of intersubjectivity, social interaction, and dialogue.
Materials and Methods. This study draws on research examining the lives of people with disabilities within the framework of systemic approaches to inclusive educational environments. To effectively capture the challenges and directions of an inclusive society from existential and phenomenological perspectives, the following methods are applied: symbolic interactionism, phenomenological reduction, and praxeological analysis. The core concepts are supported by contemporary philosophical, psychological, and pedagogical studies that investigate the development of inclusive societies, particularly from phenomenological and social-pragmatic viewpoints.
Results. Developing inclusive educational environments involves creating systems of shared meaning, brought to life through inclusive teaching practices, including immersive technologies. In this context, intersubjectivity, social interaction, and dialogue are reconsidered through an existential and phenomenological lens. This approach enhances our understanding of the individual existence of people with disabilities as “I-Other”, and their transition into social being as “I-We”, along with the new meanings and conceptual frameworks that emerge within inclusive education.
Conclusion. Studying the existential and phenomenological aspects of people with disabilities begins with examining identity formation through lived experience. The key features of this experience allow for the construction of complex models that capture the diversity of aspirations and existential challenges involved in integrating into an inclusive educational environment. Approaches to adaptive education are shaped primarily by the ways in which support is provided to people with disabilities in engaging with and adopting shared social norms, ideals, and values. This, in turn, promotes their participation in socially oriented existential dialogue, strengthens social interaction, and fosters intersubjectivity.
Keywords: social interaction, intersubjectivity, dialogue, existential and phenomenological approaches, individual existence, everyday life, inclusive society, inclusion, disability
For Citation: Muzyka, O. A., Popov, V. V., & Lugutsenko, T. V. (2026). Intersubjectivity, Social Interaction, and Dialogue in Inclusive Education: Existential and Phenomenological Foundations. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (1), 455–472. https://doi.org/10.32744/pse.2026.1.28
Authors:
Музыка Оксана Анатольевна (Россия, Ростов-на-Дону) — Доктор философских наук, профессор, декан факультета психологии и социальной педагогики Таганрогского института им. А.П. Чехова (филиала). Ростовский государственный экономический университет. E-mail: omuzika@gmail.ru
Попов Виталий Владимирович (Россия, Таганрог) — Профессор, доктор философских наук, профессор кафедры теории и философии права Таганрогского института им. А.П. Чехова (филиала). Ростовский государственный экономический университет. E-mail: vitl_2002@list.ru
Лугуценко Татьяна Валентиновна (Россия, Луганск) — Доктор философских наук, профессор, заведующий кафедрой философии и социологии. Луганский государственный педагогический университет. E-mail: kaf_filosof@lgpu.org
© Музыка О. А., Попов В. В., Лугуценко Т. В., 2026
The author’s declared no conflicts of interest
Received: 26 July 2025 | Approved: 08 September 2025 | Published: 28 February 2026
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