The V4 countries are societies with one of the highest uncertainty avoidance rates. New, uncertain, and ambiguous situations are not accepted in such societies and are perceived only as threats and dangers. This research aims to show teachers’ „structures of uncertainty” in the V4 countries. Working in different periods of political, economic, and social transformation during the COVID-19 pandemic, they experienced many changes, especially those related to the school and education system, which determined the development of their career path. This project asks questions about what, in teachers’ perception, „structures of uncertainty” occur and what defines them. What are the differences in perceiving change and adapting to it? This research aims to bring closer the conditions, tasks, and challenges facing inclusive education, the core of which should be professionally prepared teachers. This research assumes that each teacher constructs their social world, and three factors determine its shape. Firstly, situational circumstances that the teacher recognizes as determinants coming from the outside, and therefore, on the one hand, as limitations on possible actions, and on the other, as resources or stimuli that encourage taking specific actions. Secondly, each teacher has a unique biographical situation, a cumulative sum of their experiences, which determines their current goals, intentions, and situation assessment. Thirdly, each teacher has a unique “resource of everyday knowledge” they draw on when taking action. In the presented research project context, asking how a person perceives their everyday life systematically is necessary. What social events do they notice? What phenomena, situations, and events are essential to them? To what extent is this microsocial space of life saturated with uncertainty, threat, a sense of lack of stability, a constant challenge, and the need for change? Additionally, the practical dimension of the research project is to develop a model for supporting inclusive education in the V4 countries. The proposed activities will be addressed to teachers of kindergartens and primary and secondary schools from the V4 countries. Multi-faceted recommendations for inclusive education will be developed jointly by the project participants, combining and promoting social and educational practices.