Alignment of Inclusive Education Systems in Georgia, Ukraine and Moldova with European Union Principles: A Comparative Policy Study

AbstractThis comparative policy study examines the alignment of inclusive education systems in Georgia, Ukraine and Moldova with the core principles of the European Union, particularly those outlined in the European Education Area and disability rights frameworks. Although all three countries have made formal commitments to inclusive education through legislative reforms, national strategies and international obligations, the degree of practical implementation varies significantly. The study analyzes policy documents, strategic frameworks, institutional arrangements and implementation mechanisms to identify convergence and divergence among the three systems. Findings reveal that while each country has taken important steps toward establishing legal guarantees and support services for learners with special educational needs, substantial challenges persist in terms of resource allocation, teacher preparedness, infrastructure accessibility and monitoring mechanisms. The comparison shows that Georgia demonstrates moderate policy coherence but faces gaps in systemic coordination; Ukraine exhibits strong normative commitment despite instability caused by ongoing conflict; and Moldova shows progress in community-based services but struggles with consistent nationwide implementation. Overall, the analysis concludes that, although the three countries are gradually approaching EU standards, sustained political will, improved accountability frameworks and targeted investment are essential for deeper and more effective harmonization with European inclusive education principles.