Abstract
In the era of digital technologies, the use of artificial intelligence is becoming an integral part of the diagnosis and prevention of professional burnout among teachers. Kazakhstan is at the initial stage of development in this area. Over the past five years, Kazakhstani researchers have published a limited number of works on this topic, which emphasizes the need to incorporate international experience. The aim of this study is to review publications on the diagnosis and prevention of professional burnout among inclusive education teachers using AI. To identify articles published from 2015 to February 2025, international databases Scopus, Web of Science, and JSTOR were used. The study employed theoretical methods to conduct an in-depth analysis, with research tasks RQ1-RQ4 defined. The PRISMA2020 reporting standard was used to present the results. It was found that all three databases demonstrate increasing interest in the use of artificial intelligence in inclusive education. The level of publication representation varies: 45% in Scopus, 35% in Web of Science, and 20% in JSTOR. The study confirmed the high relevance and potential of AI technologies in the diagnosis and prevention of professional burnout among teachers, and also identified promising areas for future research. The authors concluded that the research results obtained are of significant value to the Kazakhstani scientific community and can serve as a methodological basis for developing effective teacher support systems in Kazakhstan aimed at reducing professional burnout among teachers within the national educational environment.