Jul 2026· HAYEF Journal of Education· Vol 23, pp. 1-7· 0 citations
TL;DR
Teachers and students’ perceptions of digital pedagogy in Kazakhstan suggest that teachers perceive technology as a supportive tool that enhances their role as facilitators, enabling them to guide students toward broader knowledge and more flexible learning opportunities.
Abstract
This study examines teachers’ and students’ perceptions of digital pedagogy in Kazakhstan, focusing on how technology is shaping contemporary teaching and learning practices. Using a qualitative research design, semi-structured interviews were conducted with 20 teachers and 20 students to provide in-depth insights into their experiences with digital learning environments. The research was conducted in educational institutions in Kazakhstan during the 2025–2026 academic term. The findings suggest that teachers perceive technology as a supportive tool that enhances their role as facilitators, enabling them to guide students toward broader knowledge and more flexible learning opportunities. Students describe digital learning as interactive, motivating, and aligned with their identity as digital natives. Together, these perspectives highlight the importance of integrating digital tools thoughtfully and systematically into educational practice. The results also underscore the need for ongoing professional development, improved digital infrastructure, and curriculum innovation to strengthen digital pedagogy in Kazakhstan. This study contributes to the understanding of the evolving dynamics of teacher–student interaction in technology-rich settings. It provides a foundation for future research with larger, more diverse samples across various educational contexts.
Cite this article as: Kuanysheva, S., & Doğan, M. (2026). Metaphors of digital pedagogy: insights from the case of Kazakhstan. HAYEF: Journal of Education, 23, 0136, doi: 10.5152/ hayer.2026.25136.
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