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Stemming from the premise that no single solution can be adequate to deal with today’s intricate school contexts and that this complexity cannot be overcome, the teachers’ pivotal role in guaranteeing quality inclusive education has been extensively acknowledged. As a result, literature on teacher competency profiles has flourished in recent years. Yet, there is still much debate as to which set of competences teachers should possess in order to feel well-equipped to act professionally and effectively. From a neuro-physiological perspective, Berthoz’s theory of simplexity provides innovative insight on how Complex Adaptive Systems thrive by harmoniously putting into action an ensemble of biological devices that appeared in the course of evolution. Following its application to better comprehend teacher agency and action, this theory has been experimented in teacher education programmes at the University of Salerno. The aim was to raise awareness among teachers about their inner resources and identify ways how they can make use of these simplex properties and principles to face their day-to-day challenges. The article outlines the theory and provides concrete examples of its multi-faceted potential and possible application in different education systems and cultural contexts.

A simplex approach in Italian teacher education programmes to promote inclusive practices