Introduction. Inclusion in the higher education system is based on the UNESCO concept of «Education for All», aimed at ensuring equal access to education for each student. For the successful implementation of this paradigm, data are needed not on the average understanding of the processes of ensuring educational inclusion in universities, but it is important to study the individual aspect of social and pedagogical practice — the real experience of teachers in specific circumstances and universities. In this regard, cooperation is being implemented between the Abai Kazakh National Pedagogical University (Kazakhstan) and the José Mario Molina Pasquel y Enríquez Technological Institute (Mexico). Finding common and different positions on issues of social and pedagogical barriers faced by persons with disabilities in universities helps to identify strategic directions for potential inclusive policies that unite the educational and methodological resources of Kazakh and Mexican scientists and teachers.
The purpose of this article is to identify the specifics of implementing educational inclusion in universities of Kazakhstan and Mexico in order to develop cooperation in improving inclusive practices.
Materials and Methods. To study the problem, a questionnaire was developed and a survey was conducted among 343 teachers of the Abai Kazakh National Pedagogical University (Kazakhstan) and the José Mario Molina Pasquel y Enríquez Technological Institute (Mexico). Quantitative and qualitative methods were used to interpret the questionnaire results. Responses to the questions proposed in the questionnaire were received between February and November 2025 and were assessed either as affirmative, indicating a tendency to reduce socio-pedagogical barriers in the field of inclusion, or as negative, showing the presence of these barriers. The method of collecting information is an open question. Thus, it is possible to further trace the dynamics of the community of opinions regarding the priority of approaches in the inclusive educational process. We used generalization and grouping of survey data, as well as statistical methods for their analysis.
Results of the study. Mathematical processing of the data showed the presence of a statistically significant difference regarding the second question («Is the number of students with special educational needs at your university more or less than 100?») (φemp=2.33), the fourth («In your opinion, what kind of support for students with special needs do students need?») (φemp=2.201), the fifth («Does your university provide you with recommendations and guidelines that cover the issues of teaching such students and in what form?») (φemp=2.284) and the thirteenth question («Are the modern technologies used at your university sufficient for inclusive learning?») (φemp=2.709). This study is one of the examples that will help other universities achieve common goals and build partnerships to exchange approaches and practices in order to improve joint activities. For the first time, aspects of inclusiveness in the higher education system of Kazakhstan and Mexico were studied and analyzed. Based on a survey of teachers from higher education institutions in the two countries, the main social and pedagogical barriers faced by students with disabilities in universities are described.
Conclusion. Comparison of different opinions of teachers regarding social and pedagogical barriers in the process of implementing educational inclusion in universities in Kazakhstan and Mexico facilitates understanding of the degree of accessibility of education for individuals with disabilities in the countries under study, which specifies the main provisions of the proposed partnership agreement between universities and can become a source for subsequent specialized research.
Keywords: inclusion, inclusive education, higher education, students, individuals with special educational needs
For Citation: Kariyev, A. D., Vargas-Hernandez, J. G., Sharofutdinov, I. U., & Toremuratova, G. B. (2026). A Study of the Specifics of Implementing Educational Inclusion in Universities in Kazakhstan and Mexico. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (4), 395–410. https://doi.org/10.32744/pse.2026.4.26
Authors:
Adlet D. Kariyev (Republic of Kazakhstan, Almaty) — Cand. Sci. (Education), Associate Professor of Department of Primary Education, Postdoctoral fellow. Abai Kazakh National Pedagogical University. Email: adlet.kariyev@gmail.com
Josè G. Vargas-Hernàndez (Mexico, Zapopan) — PhD in Economics, PhD in Public Administration, Dr. in Economic Studies, Research professor member of the National System of Researchers of Mexico. National Institute of Technology of Mexico. Email: jvargas2006@gmail.com
Ikboljon U. Sharofutdinov (Republic of Uzbekistan, Fergana) — Doctor of Philosophy (PhD) in Pedagogical Sciences, Senior Lecturer at the Department of Applied Mathematics and Informatics. Fergana State University. Email: Iqbol0766@gmail.com
Gulnaz B. Toremuratova (Republic of Uzbekistan, Nukus) — An assistent teasher. Department of History and Social Sciences. University of Innovation Technologies. Email: gulnaztoremuratova@gmail.com
© Adlet D. Kariyev, Josè G. Vargas-Hernàndez, Ikboljon U. Sharofutdinov, Gulnaz B. Toremuratova, 2026
The author’s declared no conflicts of interest
Received: 23 February 2026 | Approved: 12 May 2026 | Published: 31 August 2026
This is an open access article distributed under a Creative Commons Attribution-ShareAlike International License (CC-BY-SA 4.0) that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal
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