IJIET 2026 Vol.16(3): 668-675
doi: 10.18178/ijiet.2026.16.3.2539
doi: 10.18178/ijiet.2026.16.3.2539
Enhancing Inclusive Computer Science Education through Project-Based Learning
Aitkul Yersultanova1, Nursaule Karelkhan1,*, Meruert Serik1, Liza Naviy2,
and Saule Murzina3
1. Faculty of Information Technology, L.N. Gumilyov, Eurasian National University, Astana, Kazakhstan
2. Department of Pedagogy and Psychology, Sh. Ualikhanov Kokshetau University, Kokshetau, Kazakhstan
3. Office for the Development and Implementation of Educational Programs, Academy of Public Administration under the President of the Republic of Kazakhstan, Kokshetau, Kazakhstan
Email: aitkul.yersultanova@mail.ru (A.Y.); 801205450700@enu.kz (N.K.); serik_meruerts@mail.ru (M.S.); liza731028@mail.ru (L.N.); saule_murzina@mail.ru (S.M.)
*Corresponding author
2. Department of Pedagogy and Psychology, Sh. Ualikhanov Kokshetau University, Kokshetau, Kazakhstan
3. Office for the Development and Implementation of Educational Programs, Academy of Public Administration under the President of the Republic of Kazakhstan, Kokshetau, Kazakhstan
Email: aitkul.yersultanova@mail.ru (A.Y.); 801205450700@enu.kz (N.K.); serik_meruerts@mail.ru (M.S.); liza731028@mail.ru (L.N.); saule_murzina@mail.ru (S.M.)
*Corresponding author
Manuscript received July 21, 2025; revised August 5, 2025; accepted September 8, 2025; published March 13, 2026
Abstract—The rising number of pupils with Special Educational Needs (SEN) and the underutilization of creative teaching strategies pose challenges to the integration of inclusive education in primary schools. The purpose of this research is to assess how well Project-Based Learning (PBL) teaches computer science in inclusive classroom environments. An inclusive pedagogical model was created by integrating interactive exercises, teaching aids, and digital learning materials. 151 Kazakhstani elementary school pupils participated in the study; they were split into two groups: one that used PBL as an experimental strategy and the other that used conventional techniques. Three components—motivation, content comprehension, and technical skills—were evaluated using a structured questionnaire to gather data. PBL has a positive effect on inclusive digital learning, as evidenced by statistical analysis showing significant improvements in the experimental group across all components. Future work will focus on scaling this model to other subjects and educational levels, as well as enhancing accessibility features for pupils with various types of disabilities.
Keywords—inclusive education, computer science, project-based learning, learning platform
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—inclusive education, computer science, project-based learning, learning platform
Cite: Aitkul Yersultanova, Nursaule Karelkhan, Meruert Serik, Liza Naviy, and Saule Murzina, "Enhancing Inclusive Computer Science Education through Project-Based Learning," International Journal of Information and Education Technology, vol. 16, no. 3, pp. 668-675, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).