INCLUSIVE PEDAGOGICAL PRACTICES AND THEIR EFFECT ON STUDENT MOTIVATION AND PARTICIPATION

Abstract

This article explores inclusive pedagogical practices and their impact on students' motivation and participation in the context of a semester-long classroom-based experiment. The research is based on the direct teaching experience with second- year students of the FI-24-3k5 group at Mukhtar Auezov South Kazakhstan Research University. I observed that participation was not solely determined by academic ability. We found out that students very often kept silent not because they did not know anything, but because they were afraid to be visible. As the semester unfolded, students started to talk more freely, sometimes briefly, sometimes hesitantly, yet with heightened confidence. It is revealed that motivation emerged as an outcome rather than a precursor to participation. In this respect, an inclusive pedagogy was a relational process through which classroom interaction, students' self-perception, and their readiness to participate were reconstructed.