Differentiated educational content for inclusive English language classrooms in Kazakhstan: A scoping review

Abstract

Kazakhstan ratified the United Nations Convention on the Rights of Persons with Disabilities in 2015, and inclusive education became a national priority. Policy has moved faster than classroom practice, especially in rural schools. This scoping review maps research published from 2016 to 2025 on differentiated instruction and digital tools in inclusive English language teaching in Kazakhstan. We searched eight databases and repositories and screened reference lists. Seventeen studies were included. Seven of them focus directly on English or foreign language teaching. The rest cover inclusive education, differentiated instruction, teacher preparation, and policy in Kazakhstan. The studies describe tiered and multilevel tasks, individualized support, and adapted methods. Reported outcomes are mostly better engagement, participation, and motivation. Evidence on long-term achievement is scarce. Digital tools appear mainly in general terms: ICT platforms, interactive content, accessible resources, and digital literacy. The main barriers are limited teacher preparation, unequal access to technology, and weak links between policy and practice. The review calls for stronger teacher education, better digital infrastructure, and research that measures outcomes.