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| Format: | Recurso digital |
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Zenodo
2026
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| Online Access: | https://doi.org/10.5281/zenodo.20358220 |
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Table of Contents:
- <div> <p class="MsoNormal"><em><span>This article examines the barriers and motivating factors that influence teachers' adoption of artificial intelligence (AI) tools in inclusive education settings in Kazakhstan. Drawing on ten peer-reviewed studies, it compares technical, psychological, and organizational impediments against documented enablers such as professional development and institutional support. The study aims to identify key variables shaping teacher readiness, employs a systematic literature review methodology, and anticipates findings that will inform policy recommendations for AI integration with children who have special educational needs (SEN) in the Kazakhstani educational context.</span></em></p> </div>