**2. Methodology**

Within the theoretical study, we present the phenomenon of dialogue. At the theoretical level, we provide a brief insight into the issue, specifically focusing on the characteristics of dialogue while paying attention to causal factors. The reason for choosing the topic is that the dialogue is the socialisation component of the personality and, at the same time, reflects the state and functionality of society. The research aims to provide insight into the dialogue at its theoretical level. Based on the set goal of the study, we set out a research question of an exploratory nature of *RQ: What are the status and characteristics of the dialogue within the framework of inclusion at its theoretical level?*

We chose the type of research for the selected topic – theoretical research. It was qualitative research, and the exploratory design of the work was chosen. The orientation of the study had an analytical-synthetic nature. The primary method of work was content analysis.

The following methods were used to collect meanings: literary method, analogy, and, at the same time, the processing method – analysis. We used the academic method when studying the sources. The research file consisted of available communications – text in verbal form, namely monographs, scientific studies, professional articles, and development agenda. We obtained the research file from available printed sources. We received resources from platforms for science and research: UNESCO, *Frontiers*, *Elsevier, Internet Archive, Taylor & Francis*, *Social Pedagogy Professional Association, Thempra, UCL Press.* We also drew resources from *the official website of the European Union.* We obtained information mainly from journal publications focused on humanities, such as *the International Journal of Social Pedagogy*, the *European Educational Research Journal, the British Educational Research Journal*, *The Journal of Experimental Education, Humanities & Social Sciences Reviews*, etc. Selecting the initial text documents, we determined the criterion – keywords, and therefore, the set selection was deliberate. From the basic set, there were included just 69 communications to the research. We present the communications in the bibliography.

The processing method – content analysis – was primarily used to process the documents. Logical qualitative methods (analysis, synthesis, induction, deduction) processed meaning units from theoretical sources. We also used the analogy method to evaluate the suitability of theoretical sources for research based on keywords. The direction of analysis of text documents was inductive based on the established criteria. Also, based on the determined criteria, selective coding was used to process text documents. We primarily focused on the dialogue expressed explicitly, and in the first analysis – informative reading, we obtained information about the headlines. As part of the second analysis – with the help of cursive reading, we familiarised ourselves with the contents of the text documents. Through relational analysis, we investigated connections and relationships between meaning units. We grouped meaningful units through the synthesis method, resulting in the identification and content. We were

secondarily interested in the latent content – the expressive value of the text. We searched for other sources based on the informative value and focus of the range of the available sources. Using the deductive method, we obtained the meaning, which were implicitly expressed within the context. We have ensured the credibility of the research by including quotations and paraphrases.
