The development of inclusive education in Kazakhstan is directly related to the level of professional training of teachers, including their ability to introspect and objectively evaluate their own activities. The lack of reflexive skills makes it difficult to adapt the educational process and can exacerbate the difficulties of learning and socialization of different students, including those with special educational needs. The purpose of the article is to analyze Kazakhstani and foreign studies on the formation of reflexive skills among future teachers in an inclusive educational environment, identify significant approaches and suggest ways to improve educational programs and teaching methods. As part of the research, publications were searched in Google Scholar, Scopus and Web of Science databases, statistical and content analysis were carried out, which covered two areas: identification of problems and analysis of approaches to the formation of reflexive skills among future teachers in an inclusive educational environment. The results show that effective formation of these skills requires a combination of structured tools (diaries, portfolios, journals) with interactive interaction formats (focus groups, mentoring, etc.), while the differences are due to cultural, institutional, and technological factors. The following approaches are highlighted: institutional, systemic, practice-oriented, research and digital. The results obtained were used to develop recommendations for improving educational programs and teaching methods.