Abstract
Inclusive education has become a key priority of educational policy in the Republic of Kazakhstan, reflected in national legislation and strategic development programs. Along with the expansion of inclusive practices, the number of academic publications devoted to inclusive education has increased. However, the structure and thematic focus of this research field remain insufficiently systematized. The present article aims to analyze the current state of research on inclusive education in Kazakhstan through a quantitative and thematic review of scientific publications. Given the aim of mapping the eLIBRARY-indexed segment of national academic discourse, the study was designed as a structured thematic review based on the eLIBRARY database. Using the keywords “inclusion” and “Kazakhstan” within the humanities domain, 946 publications were initially identified. After applying relevance criteria, 96 publications were included in the final analytical corpus. The selected studies were classified according to educational level and dominant research focus. The results demonstrate a clear predominance of research on secondary and preschool inclusive education, as well as studies addressing teacher readiness and professional competence. Inclusive education in higher education is represented by a significantly smaller number of publications and is often examined in a fragmented manner. The findings highlight structural imbalances within the eLIBRARY-indexed national research landscape and point to underexplored areas requiring further scholarly attention, particularly at the institutional and higher education levels.