The increasing global prevalence of Autism Spectrum Disorders (ASD) necessitates equipping educators with specialized skills, a challenge acutely faced by the socio-economically diverse BRICS nations in their pursuit of inclusive education. The purpose of this study is to conduct a structural and functional analysis of the models of professional training for teachers working with children with ASD in the BRICS countries. The main objectives are to identify the core approaches, shared strategies, and country-specific adaptations of the above-mentioned models and to compare them within the inclusive education frameworks. Employing a qualitative comparative case study design underpinned by Bronfenbrenner’s ecological systems theory, the study analyzes policy documents and scholarly literature (2015–2023) to examine interactions across macro-, exo-, meso-, and micro-systemic levels. Findings reveal significant disparities in policy implementation, resource allocation, and cultural adaptation mechanisms. A pervasive policy-practice gap, a pronounced urban-rural training divide, and divergent efficacy in localizing imported models were identified as cross-national patterns. Common systemic constraints include a deficit in integrating evidence-based practices, a critical shortage of diagnostic services, and fragmented collaborative linkages between universities and schools. The study’s novelty lies in its holistic, multi-level comparative analysis, which moves beyond isolated national case studies to reveal interconnected systemic barriers and leverage points across the BRICS bloc, offering a synthesized perspective on teacher preparation for inclusive education. Future research should pilot integrated digital platforms to mitigate resource disparities and develop scalable, culturally adaptive training modules tailored to specific national contexts within the alliance.