Inclusive education as an applied branch of pedagogy continues to remain more theoretical than practical. The analysis of the development of inclusive education in several European countries (Finland, Poland, Romania) and in the Republic of Moldova, as well as a comprehensive analysis of psychological and pedagogical literature and historical retrospectives, allowed us to substantiate the relevance of the problem of inclusive education in the Republic of Moldova and conceptualize the need to develop the pedagogical competencies of educators to work in inclusive education conditions and to create an inclusive educational environment in schools. Thus, inclusive education should be considered as a unified educational process in which educators and managers must be able to simultaneously organize education for all children, including children with special educational needs. This in turn places new demands on the competencies of educators and education managers, including the organization of conditions (architectural environment) for an inclusive educational environment. The normative, content-related, spatial-organizational, integration, and methodological factors of inclusive education, explored in both theoretical and applied contexts, have become conceptual prerequisites for defining and disclosing a new scientific concept in pedagogy, “universal pedagogical competencies of inclusive education”. Universal pedagogical competencies of inclusive education are based on modern theories and knowledge of the structural, content-related, and procedural aspects of the concept of “competence”. Key, transversal, and universal competencies are considered by us as synonymous and have a number of common characteristics: interdisciplinarity, social orientation, and perspectivity. Universal pedagogical competencies of inclusive education, in our opinion, refer to the competencies of teachers and managers, which we understand as the ability of a person to establish a connection between knowledge and the real learning situation, the ability to choose the correct educational direction and the path of its implementation to solve educational and developmental situations in the interests of all participants of the educational process in the conditions of an inclusive educational environment.