MODEL OF INCLUSIVE EDUCATION BASED ON GAME TECHNOLOGY: WITHIN THE FRAMEWORK OF SDG 4

Abstract

The increasing number of students with hearing impairments presents certain challenges for educators, especially in disciplines such as chemistry, where concepts are complex and highly context-dependent. The aim of this study is to identify more effective strategies compared to traditional teaching methods for engaging students with hearing impairments in the educational process and to contribute to the development of inclusive education. The study was conducted among first-year students of the Almaty State College of Service and Technologies. A total of 54 students majoring in "Software Engineering" participated. The participants were divided into two groups of 27 students each (experimental and control groups), and the study employed a quasi-experimental design. The results showed that game-based learning is an effective tool for students with hearing impairments when studying chemistry. This approach not only increased students’ interest in the subject but also contributed to a better understanding of complex concepts. The findings have significant practical value: the use of game technologies in inclusive classrooms makes the educational process more accessible and engaging for all students, especially for those with disabilities. In addition, the game-based format promotes emotional support and active participation among learners. The educational material presented through games is adapted to the individual needs of students, fully aligning with the key principles of inclusive education. Future research should explore the long-term effects of game technologies, their effectiveness across different subjects and educational contexts. Comparative studies involving students of various ages and academic levels are also necessary to further uncover the potential of this approach.