BARRIERS AND MOTIVATING FACTORS FOR IMPLEMENTING AI TOOLS IN INCLUSIVE EDUCATION IN KAZAKHSTAN: A COMPARATIVE ANALYSIS
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| Natura: | Recurso digital |
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Zenodo
2026
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| _version_ | 1866902090369990656 |
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| author | KAMBAROVA GULNUR |
| author_facet | KAMBAROVA GULNUR |
| 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> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_20358220 |
| institution | Zenodo |
| language | |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | BARRIERS AND MOTIVATING FACTORS FOR IMPLEMENTING AI TOOLS IN INCLUSIVE EDUCATION IN KAZAKHSTAN: A COMPARATIVE ANALYSIS KAMBAROVA GULNUR artificial intelligence, inclusive education, special educational needs, barriers, Kazakhstan, teachers' readiness <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> |
| title | BARRIERS AND MOTIVATING FACTORS FOR IMPLEMENTING AI TOOLS IN INCLUSIVE EDUCATION IN KAZAKHSTAN: A COMPARATIVE ANALYSIS |
| topic | artificial intelligence, inclusive education, special educational needs, barriers, Kazakhstan, teachers' readiness |
| url | https://doi.org/10.5281/zenodo.20358220 |