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.