PSYCHOLOGICAL FACTORS INFLUENCING LEARNING OUTCOMES IN INCLUSIVE CLASSROOMS

Abstract

The article discusses the impact of psychological factors on learning outcomes in the framework of inclusive learning environments. It drawing on a pedagogical experiment conducted during a semester. The study is grounded in pedagogical practice with first-year students of the FI-25-2R3 group at Mukhtar Auezov South Kazakhstan University. Rather than different pedagogical methods, the study focuses on psychological conditions for students’ involvement, which include emotional safety, motivation, self-confidence, and a feeling of belonging. The research is found from a regular educational process in a language learning class, using qualitative research, and classroom reflection. Classroom observation revealed that that learning outcomes improve in the framework of inclusive educational practices—if the psychological factors are taken into account, then one may certainly say that inclusive pedagogy is a psychological process.