Innovative approaches in the management of an educational institution

Abstract

The purpose of this study is to investigate the possibility of using digital and other types of innovations in the management of educational institutions in the country. The methods of content analysis of documents and scientific papers, institutional, system-structural approaches, and other means of scientific and theoretical analysis were used in the study. The investigation of the main areas of improving the management of educational organisations in Kazakhstan, various management decisions and attempts to implement state programme measures endows this study with socioeconomic and applied research character. This study shows the shortcomings of the management plan on the development of school curricula for mathematics, natural sciences, and humanities using the results of representatives (schoolchildren) of educational organisations of Kazakhstan passing the international assessment and programme verification (Programme for International Student Assessment, Programme for the International Assessment of Adult Competencies, and Trends in Mathematics and Science Study). The issues of the importance of advanced training of teachers of higher educational institutions, the reform of the entire education system, the problems of technical and technological provision of educational institutions in rural areas of the Turkestan region, digitalisation of the entire learning process were raised. The issues of material and financial security of educational activities in the region and the development of an inclusive education system were also considered. Based on the research of foreign researchers, the peculiarities of the introduction of innovations in education and the informatisation of education were considered.

Keywords

educational organisations innovation Kazakhstan personality teachers

Introduction

The study considers innovations in the field of education as the most important factor in the development of the entire pedagogical process within educational institutions in various regions. It covers the problems of improving the activities of educational organisations of the Turkestan region within the framework of the introduction of innovative measures for the development of the territory, improving the teaching process, implementing the principle of well-rounded education, advancing the qualifications of teachers, using the information and digital achievements. The scientific and practical value of the study is conditioned by the investigation of individual theoretical studies of recent years and the formulation of practical recommendations for the implementation of the results obtained in the practice of the educational sphere of Kazakhstan. In recent years, various Kazakh specialists and researchers have raised the issue of applying innovative approaches in institutions of higher, preschool, and secondary education in Kazakhstan when teaching certain disciplines (Aitymova et al., 2023; Bidaibekov et al., 2016; Sadvakassova et al., 2022).

For example, Jadrina (2016), Doctor of Psychology and Professor, engaged in the introduction of innovative technologies and holding the post of Deputy Director of the Nazarbayev Intellectual Schools autonomous organisation of education (AEO), also conducted scientific theoretical research within the framework of the issues under consideration. In one of her publications, she examined the factors and conditions for the development of a new personality of schoolchildren who study high-performance and innovative technologies of the modern world in individual specialised and general educational institutions. According to Jadrina (2016), based on an innovative approach, the education system of Kazakhstan could provide students with various high-tech and advanced world concepts and ideas and encourage them to make their own contribution to the preservation of unity and diversity of national cultures. She also draws parallels between the awareness of students and schoolchildren of the value of new education and the effectiveness of the learning process.

A. Muskina (2016, 2018), a specialist in the training and retraining of teaching staff, in two of her publications examined issues of training employees and teachers of educational institutions for innovative activities in the field of education and improving the content of educational activities based on the introduction of the latest techniques throughout the country. Moreover, this author discloses the importance of continuity of training and retraining of teachers of various educational organisations in the system of lifelong education based on an innovative approach, considering the introduction of information and communication technologies. Zhusupova (2016) investigated the problems of introducing the most important innovative area in modern educational organisations and other educational institutions related to the polyethnocultural upbringing of an individual based on respect for various national traditions in the education system. Nakatkova (2015) published a study in which she analysed the introduction of innovations for educating and training a modern personality in the educational national environment of Kazakhstan within the framework of improving the management model of the educational sphere.

The purpose of this study is to disclose the issues of introducing an innovative approach to the activities of teachers of educational organisations and other educational institutions in Kazakhstan to introduce holistic development of child personality approach.

In accordance with the selected material, the following tasks were set: to investigate the implementation of an innovative approach in educational institutions of the country; to show the role of the human development department of the Turkestan region in achieving the innovative development of the education system; to identify the main measures aimed at introducing innovations into the education system.

Materials and methods

The establishment and development of innovative processes and the introduction of the latest digital models in the educational management system in Kazakhstan are necessary, vital, and fundamental element of the modernisation of the national and regional structure of education and training. The main areas and principles of the introduction of innovations in education management are the following: the general social nature, along with the development of individualised teaching, the systematic and programmed implementation of the main innovative measures, the search for a balance between innovation and conventional education systems, the quality of teaching and the organisation of effective control over the activities of higher and secondary education organisations. The above questions and research tasks were solved by applying a systematic set of individual methods and tools of scientific cognition.

The analysis of digital qualitative and quantitative indicators of the international assessment of academic performance and mathematical and humanitarian literacy of Kazakh schoolchildren showed the preparedness of students of various educational organisations in Kazakhstan. This analysis led to the conclusion that an increase in the global and interethnic competitiveness of the education system of the country and its regions, education and training of the individual based on universal values, national traditions, and development of the digital potential of Kazakhstan would contribute to the expansion and growth of the contribution of scientific and pedagogical achievements to the socioeconomic welfare of the state. Moreover, general scientific methods of theoretical investigation and comparison of scientific and op-ed pieces were used. In particular, the analysis, synthesis, and generalisation of the studied literary and scientific data concerning the improvement of educational policy in Kazakhstan and its regions allowed identifying the problems of digitalisation of the educational environment in the Turkestan region. In addition, it was decided to expand the methods of individualisation of teaching in educational organisations of the Turkestan region and other regions of Kazakhstan through a comparative study of the opinions of foreign specialists and researchers regarding innovations and the upbringing of a socially active student personality.

The value-normative method contributed to the identification and detailed investigation of the actual and practical importance of activities in the educational sphere of state management structures. This method refers to an approach that focuses on the norms, values, and beliefs that guide stakeholders’ behaviours and perceptions, particularly in the digital transition of education. It seeks to understand the underlying principles and attitudes that inform decisions and interactions, from the adoption of digital tools to the implementation of new learning practices. By acknowledging and evaluating these values and norms, the research can provide more context-sensitive, holistic, and ethically conscious recommendations for digital education development. The specification of socioeconomic and legal concepts and terms of public state and municipal administration in the field of education allowed the formulation of separate scientific categories. The institutional method was auxiliary in resolving the issues of various activities of the Human Potential Development Department of the Turkestan Region (2022) and its results. The content analysis of Kazakhstan's regulations and programme documents in the field of educational activities allowed for analysing the urgent problems of legal regulation of innovations in the education system. The system-structural research method was used to investigate certain aspects of the implementation of innovative initiatives with the involvement of the Human Potential Development Department of the Turkestan Region (2022) and public structures and to characterise achievements and shortcomings in the regulation and management of educational structures in the region. The method of forecasting and modelling socioeconomic processes was used to develop generalising recommendations for improving the effectiveness of education management in the studied region of Kazakhstan.

The article uses the method of operational research, which was conducted among teachers and educators in various educational institutions in Turkestan, Kazakhstan. Operational research is a kind of sociological research, which is usually carried out to solve practical problems and is implemented in a short time based on a simplified programme. This is a sociological method of ‘rapid response’, the purpose of which is to assess the specific state of public opinion at a given moment in a short time. The main characteristics of this method are the focus on practical tasks and the adoption of certain managerial decisions, as well as a narrow scientific and practical problem, the solution of current, tactical problems. The programme of such a study, in comparison with the academic one, is reduced by 2–3 times, and the questionnaires used are usually simple and compressed in volume, which makes it possible to collect information more quickly and efficiently. The sample of respondents is also minor, which allows you to display the situation among the local group operatively, as well as significantly reduce the time to obtain data (Wang et al., 2022).

The purpose of the current survey was to determine public opinion regarding the most critical areas of modernisation of education in the region. Educators were asked to choose three top priorities from a list of 10 possibilities or to suggest their own. These findings provide a valuable snapshot of the areas educators believe should be prioritised in efforts to modernise education in the Turkestan region. Thus, the study was carried out with the participation of 100 teachers of technical and general education schools, as well as colleges in Turkestan. Institutions such as Bolashak College, College of MGTU of Turkestan, Industrial and Pedagogical College, Humanitarian and Technical College, and Vocational and Pedagogical College were included in the sample. The survey design involved a single question with three answer options out of 10 possible standard responses or ones suggested by the respondents themselves (i.e. the respondent could choose 3 answers at once as well as write his own for clarification). The survey included the following question: ‘What needs to be done and in which areas to improve the effectiveness of college education?’ This structure allowed respondents to consider multiple areas for improvement and identify their top priorities. The basic methods of descriptive statistics were used to calculate the results from the data of the survey, in particular, the calculation of quantitative indicators (percentages of responses) and the systematisation of data in a tabular form, which allows you to get a basic understanding of the distribution of responses. The cross-tabulation method was also used to compare respondents’ answers and divide them into categories (age, years of experience, and type of school) in order to establish patterns. Thematic analysis of the results is used in the process of processing the respondents’ own answers, these answers can be coded and classified to identify common themes. This qualitative method of data analysis can provide a deeper understanding of respondents’ views.

Data obtained from the survey are submitted in order to compare and reinforce the results of the used scientific works regarding the analysis of current gaps in the education system and the identification of further development vectors to eliminate the shortcomings in education.

Results

The following is a substantiation of the problem of the study and the relevance of the issues under consideration concerning the need to introduce new approaches to education management in Kazakhstan as part of the modernisation of the entire structure of the educational and pedagogical process. Firstly, the low quality and level of education of schoolchildren in Kazakhstan, which were established in: –

the Trends in Mathematics and Science Study (TIMSS) 2019 international tests (a comprehensive comparative study of the level of natural science education in various countries conducted by the International Energy Agency) in mathematics and natural sciences among fourth- and eighth-grade students;

–

the assessment programmes for adolescents of the International Organisation for Economic Co-operation and Development: Programme for International Student Assessment (PISA) and Programme for the International Assessment of Adult Competencies (PIAAC).

As the published results of passing the PISA in 2018 showed, in comparison with other students from 90 countries, the abilities and level of education of Kazakh schoolchildren are considerably lower than the average, which can be observed in Figure 1 (Nurbaev, 2020).

Figure 1.

The results of the Programme for International Student Assessment (PISA) 2018 for comparing the outcomes of Kazakh schoolchildren and the average score in other countries.

The gap in the results of schoolchildren from Kazakhstan with average indicators ranges from 66 to 100 points in various areas of scientific knowledge. Therewith, according to Figure 2, these results are worse than in all previous years of passing PISA (2009, 2012, and 2015) (Nurbaev, 2020).

Figure 2.

Programme for International Student Assessment (PISA) results from 2009 to 2018 among Kazakh schoolchildren.

Nurbaev's (2020) research outlines the primary reasons why Kazakhstan students lag behind in the PISA 2018 findings. They include more global reasons, in addition to more visible issues such as the switch to a computer-based testing format, which was the first time for Kazakh pupils, as well as the age difference in kids tested between nations. The economic component also has a significant effect on education quality since there is a clear association between the level of education funding in the nation and the PISA study results. Singapore, Japan, and Finland, for example, consistently top the PISA rankings, with between $10,000 and $14,000 spent from the budget for each student, which is much greater than in Kazakhstan (according to data for 2019, this amount is $577). Another critical aspect is Kazakhstan's poor digital education infrastructure, which includes limited technical support, particularly slow internet connection speeds in schools and a shortage of computer equipment for students.

As can the results of PISA in all subjects show, there has been a clear decline in knowledge and level of education among schoolchildren of Kazakhstan, which testifies to considerable problems in the entire education management system of the country. Following a deterioration in the PISA and PIAAC results, TIMSS also disclosed a certain decrease in knowledge and degradation of the education system in Kazakhstan relative to children and adolescents of different age groups (grades 4 and 8). If in 2019 Russia took from third to sixth place according to various criteria, and Kazakhstan took from 21st to 37th place (Mullis et al., 2020).

Secondly, there is a nationwide problem of the reduction of the level of qualifications and knowledge of teachers of special and general education disciplines, especially in remote rural areas of the country, caused, among other things, by the inconsistency of the ongoing reform of the educational process management system in Kazakhstan (Bimaganbetova et al., 2013). The results of schoolchildren of educational organisations of Kazakhstan in PISA are quite reasonable and are also caused by a drop in the level of qualification of teachers in schools and colleges. According to this competent specialist, this factor is caused not by the inaction of the administrative bodies and structures of the state, but by the excessive activity and initiative of the authorities of Kazakhstan in the modernisation of education, which suffers from inconsistency in relation to reforms. He notes that at the beginning of 2012, level programme elements were developed at the highest level and introduced into pedagogical and teaching practice in relation to the improvement of pedagogical and other special qualifications, created according to the Cambridge technology, which were mandatory for teachers. Then there was a departure from the course set earlier in the framework of the use of Cambridge technologies, with a sharp transition to trilingual education in schools and other educational institutions, and teachers were sent to English language training (retraining) courses. Then, there was an update of the course on the modernisation of education using digital technologies and 12-year education in schools using the Latin alphabet. Now, the system of certification of pedagogical and research personnel is a three-stage structure for improving the level of education and training: bachelor's degree – master's degree – doctoral degree (PhD) (Medelbek, 2019). It seems that there is also a basic problem with the low level of training of teachers and other educators in relation to the low-developed territories of Kazakhstan, one of which is the Turkestan region.

Thirdly, there are problems with the introduction of digital forms of education and development in remote areas of the country associated with low funding, insufficient logistical support, and lack of stable telecommunications necessary for a distance learning system during the coronavirus pandemic. This problem also affected the educational organisations of the Turkestan region, where the lack of stable communication in a number of rural areas and the weak provision of educational organisations with computers and other digital equipment caused problems with teaching distance and conventional courses and training disciplines. Many colleges of the region (Nos. 7, 11, 12, 14, 16, 17, 24, etc.), other state-owned municipal educational institutions specialising in agro-industrial and humanitarian-technical fields, under the jurisdiction of the Human Potential Development Department of the Turkestan Region (2022), are insufficiently provided with modern technology to improve the management of the educational institutions. According to the data of the report of the Human Potential Development Department of the Turkestan Region (2022), out of 838 settlements in the region, only 705 have permanent access to the internet (the operator providing these services) or other telecommunication systems. Precisely, 131 rural localities of the Turkestan region do not have internet and cellular communication services at all. There is a 2G internet in 232 populated territories, which is absolutely not suitable for the implementation of the educational process management system in the region and for digital learning platforms developed, recommended, and implemented by the Ministry of Education and Science of the Republic of Kazakhstan (2022) or with its assistance.

Now there is also a logistical problem in the region since there are 24,317 computers with the necessary technical characteristics for modern electronic programmes and 499,535 schoolchildren in educational organisations. This is one stationary computer for more than 20 people, and in some schools, there is 1 unit per 100 people (Human Potential Development Department of the Turkestan Region, 2022). According to the regulations of the Order of the Minister of Education and Science of the Republic of Kazakhstan No. 79 ‘On determining the minimum requirements for the software and hardware complex and application software used in educational organisations’ (2020), there should be five users of the school curriculum per computer.

A pilot and operational study was also conducted among 100 teachers of technical and secondary schools as well as colleges in Turkestan (Bolashak College, College of MGTU of Turkestan, Industrial and Pedagogical College, Humanitarian and Technical College, Vocational and Pedagogical College, etc.), dedicated to identifying the most important areas of modernisation of education in the region, the respondents were asked one question, having three answer options out of 10 standard ones (or suggested by the respondents themselves): what needs to be done and in what areas to improve the effectiveness of college education? The most important components and areas of innovation included the modernisation of methods and special tools of teaching (73%), the development of modern curricula (48%), and the development of teaching aids and tools (43%). Only a few respondents indicated the importance of improving the competence of a teacher (17%), development and professional growth (9%), the importance of establishing interaction and mutual dialogue between teacher and student (21%), logistics (18%), training in new digital technologies (11%), and development of consulting work (13%). The respondents also indicated the importance of direct involvement in the management of the education system (12%) of representatives of the Human Potential Development Department of the Turkestan Region and the Department for Control in the Sphere of Education of the Turkestan Region (a territorial subdivision of the Committee for Control in the Sphere of Education and Science of the Ministry of Education and Science Republic of Kazakhstan). The analysis of respondents’ answers by group testified to the absence of significant differences among teachers regarding the selected priority areas and components of innovations necessary for improving the effectiveness of college education. However, it is worth noting that among the teachers of secondary schools, the improvement of the teacher's qualifications and the development of modern educational programmes are a somewhat higher priority in comparison with college teachers and technical school teachers. Table 1 presents in detail the percentage composition of respondents’ answers by group.

Table 1.

The percentage composition of teachers’ answers regarding directions for increasing the effectiveness of education.

	Secondary schools teachers	College teachers	Technical schools teachers
Modernisation of methods and special tools for teaching	73%	70%	76%
Development of modern curricula	51%	46%	47%
Development of teaching aids and tools	41%	45%	43%
Improving the competence of a teacher	20%	15%	16%
Establishing interaction and mutual dialogue between teacher and student	21%	23%	19%
Logistics	18%	17%	19%
Training in new digital technologies	10%	11%	12%
Development of consulting work	13%	12%	14%
Direct involvement in the management of the education system	12%	13%	11%

Considering all the listed problems and the opinions of specialists, it is possible to develop the following recommendations:

At the national level, there is a problem with the effectiveness of the implementation of the National Project ‘Quality Education “Educated Nation”’ (2021–2025) in certain regions, which include the Turkestan region. Therewith, the Human Potential Development Department of the Turkestan Region (2022) has certain resources, functional powers, and the ability to implement programme measures in relation to the following areas: improvement of the effectiveness of teaching gifted or special needs children; broadening the opportunities for successful participation of schoolchildren in national and international assessment; improvement of the teaching of mathematical and humanitarian disciplines by attracting qualified personnel in rural schools; provision of the material and technical base of methodological offices at the regional level.

The low indicators of schoolchildren of Kazakhstan in PISA, PIAAC, and TIMSS necessitate considerable changes in school programmes for teaching mathematics and the development of reading literacy.

It is necessary to provide 49,261 students from socially vulnerable groups in the region with the opportunity to use all computer equipment with free access in 2022–2024.

To purchase additional computer equipment in the amount of 49,479 units in subordinate educational institutions of the Human Potential Development Department of the Turkestan Region.

To constantly update the technical and material base in the form of computer technology as it becomes obsolete in educational organisations of metropolitan mega-centres of Kazakhstan. It is proposed not to dispose of the decommissioned equipment or recycle it for non-ferrous scrap, but to transport it to educational institutions in remote areas of the Turkestan region, in which there is low availability of technical means.

It is necessary, according to the survey, to create the methodological base and ensure programme activities for the development of students’ personalities within the framework of the introduction of modern electronic digital programmes of global education.

To improve the qualifications of teachers in rural schools by using the resources of the Centres for Pedagogical Excellence based on Nazarbayev Intellectual Schools AEO, the National Holding ‘Orleu’, and Teacher Training Centres at pedagogical universities of the country.

To continue to develop the system of inclusive education for children with special needs. This activity is performed by the Human Potential Development Department within the framework of a public–private partnership with the Dara Charitable Foundation, with the assistance of which a Resource Centre for Inclusive Education was established in Turkestan based on secondary school No. 16.

To advance cooperation of the Human Potential Development Department of the Turkestan Region (2022) with national and local television channels (‘Balapan’, ‘El-Arna’, and ‘Kazahskoe radio’) in the development and introduction of various educational programmes for schoolchildren and their parents.

Discussion

Along with the considered positions and studies of Kazakh researchers indicated in the introduction to the study, researchers from other countries and regions also investigated the problems of informatisation of education and the introduction of innovations in the educational and pedagogical process, raising various issues. The purpose of the complex and joint study by the group of Russian and Kazakh researchers Tyumaseva et al. (2020), published in the journal of the international importance of The National Academy of Sciences of the Republic of Kazakhstan, was to conduct a systematic analysis of the application of innovative approaches in education with comparative characteristics of these phenomena in Russia and other countries in the context of their mandatory standardisation with the necessary individualisation of the learning process. Nevertheless, as noted by researchers, standardisation of educational processes can decrease the individualisation and innovation components in the activities of higher and secondary educational institutions. Moreover, the socioeconomic approach to the problem allowed identifying the features of the commercialisation of modern educational institutions within the framework of the provision of paid services and the development of an additional training system, that is, the education system itself becomes one of the elements and fields of conventional business.

Commercial structures actively and constantly exert a negative impact on educational processes and their individualisation, since they are employing specialists who teach courses based on a standard approach and show high results at the initial stage to optimise the management of the educational environment. In addition, increasingly less attention is paid to the individualisation of teaching in the world of standards and educational certificates by educational authorities of various levels (federal, regional, and municipal), and innovative initiatives often remain unclaimed in practice (Sapargaliyeva et al., 2015, 2023). Most teachers strive to observe the basic standards in education and teaching subjects and special courses, without paying attention to the human factor. This allowed the authors to come to the conclusion about the negative impact of the tightening of education standards on the individualisation and innovation of the teaching process in higher, secondary, and primary educational institutions. Two more publications of the joint efforts of Russian and Kazakh researchers (Arpentieva et al., 2019, 2020) contain important conclusions regarding the difficulties of introducing innovations from the standpoint of the establishment of the conventional teaching process, which is the most important in the educational activities of students and teachers, causing personal stressful situations and frequent misunderstanding of their necessity. These specialists conducted an in-depth analysis of the impact of modern innovative processes on the academic and professional performance of students, the teaching skills of teachers, and their individual, interpersonal, and social well-being.

Kassymova et al. (2019a, 2019b), in two studies published in The National Academy of Sciences of the Republic of Kazakhstan, raised issues about the negative impact of new processes in education on students and teachers, offering their own solution to this problem. The same group of specialists raised global problems of pedagogical support for self-development and professional adaptation of the individual, which are the most important areas of improvement of the entire education system in Russia and Kazakhstan, professional training and retraining of teaching staff based on new innovative teaching technologies. The study covers the issues of limitations and new opportunities of additional education as the most important area of personal self-development and the problems of introducing innovative pedagogical concepts of Russian and foreign developers and researchers into the system of teaching in higher education institutions around the world. They derive a special innovative scientific concept of global education that exists along with national educational standards. This type of innovative educational process is aimed at understanding the relationship between nations, governments, ethnic groups, religions, and gender groups, and touches on issues of ecology, poverty, world biotechnology, war, migration, corruption, world culture, and science. Therewith, the interaction of conventional and new achievements in the field of science and education allows representatives of numerous states to exchange experience at the supranational level, which transforms the values and identities of students on a global scale, prevents the emergence and combats involutional manifestations in the education and upbringing of the individual (Shulga, 2023).

Gulmadov and Chienzoda (2020), who examined modern innovative processes in the educational environment of Tajikistan, indicate that most educational institutions quite often master and perceive exclusively conventional innovations that are accepted in other countries, without considering the national factor of teaching. Therewith, the state and territorial concepts of education and innovation should be based on the development of socio-cultural interaction between the teacher and the student, considering the factor of the individual approach in the educational process. The innovative changes in the system of general and special education in Tajikistan should revive all inactive national traditions, leading to the use of various tools and means of ethnic education for the future generation of citizens to comply with the principle of holistic development. In their publication, Gulmadov and Chienzoda (2020) raise the problem of identification of the personality of students as cultural representatives of the structure of all pedagogical activity, who should be educated on various components of self-organisation and readiness for innovations in the system of teaching certain new disciplines. The culture of innovation is justified by these specialists as a necessary phenomenon for improving the effectiveness of the educational process in the whole country. The universities of the Republic of Tajikistan should educate teachers who are flexible and receptive to innovations, and able to transfer new knowledge and cultural values to students. The authors of the publication make a reasonable conclusion that the culture of modern innovative technologies in the field of education is very changeable and unpredictable, therefore an individual approach is required in each educational institution to the process of teaching a particular academic or special discipline.

Representatives of science from far abroad have recently been investigating the problem of innovation within the framework of the use of modern distance learning programmes implemented using computers and other digital technology (Almujaini et al., 2021). In particular, American specialists, as part of a large group of researchers and practitioners from the Icahn School engaged in teaching in the medical field of education, developed a distance learning programme for future doctors to neutralise the impact of the coronavirus epidemic on non-distance stationary (conventional) curricula at school. They also calculated the effectiveness of the introduction of digital innovative technologies in this educational organisation by conducting empirical research among the student community (Rosenthal et al., 2021). Green et al. (2020), in a joint publication, dwell on the specific problems of the impact of the crisis of educational structures during the COVID-19 pandemic on the entire system of conventional face-to-face education. Based on the analysis of individual scientific and pedagogical studies, they proposed their system of education management in the United States, based on the following principles: flexibility, adaptability, cooperation between teachers and students, and inclusion of all segments of the population. They offered public administration structures to coordinate and make joint efforts of various scientific, professional, corporate, social, and government entities to ensure the continuity of the provision of high-quality information and educational services to the population of the country.

Another group of specialists offered their vision of modernising education through the integrated application of methods and tools of additional standardised training using digital technologies, the development of mentoring in specific organisations, and the development of a national career planning methodology at the federal level in the United States. They substantiate their position with the results of public surveys among medical students regarding the closure of the sub-internship due to the uncontrolled spread of COVID-19 (Thum DiCesare et al., 2020). The group of authors also focuses on innovative approaches to the modernisation of the Emergency Medical Services educational training programme (Weston et al., 2020); the involvement of trainees as teachers in the process of introducing innovations and curriculum reforms (Díaz et al., 2021); the interaction of technology and the human factor in the digitalisation of the entire education and training system in the United States of America (USA) and other countries (Maltabarova et al., 2019; Urlaub and Dessein, 2022).

Mandel (2020) actualised the problem of applying innovations in the system of educating professional and personal skills of a teacher, putting forward four most important: support of experience and gaining respect; continuous professional growth; development of special and general pedagogical skills (involvement in retraining and advanced training programmes); practical use of acquired knowledge. In addition, American researchers are concerned about the problems of introducing innovations in the activities of teachers of professional legal disciplines to combat low quality and low level of knowledge among young legal specialists (Young, 2021), issues of using the resources of natural science museums to optimise educational processes in educational organisations of mathematical and technical specialisation (Bakker et al., 2020), and innovative development of the system of teaching natural and mathematical disciplines (Science, Technology, Engineering, and Mathematics (STEM)) within the framework of new training programmes (Gray, 2021; Pusey, 2020). Experts also cover the issues of the quality of natural science education in the country (public schools and other organisations of the K-12 system) and highlight ways to improve it by introducing innovations into the teaching system (Gabdulhaeva et al., 2014; Harris, 2020; Seo, 2021).

Evanstein (2021) addressed the problem of integration and exchange of experience of teachers of ordinary secondary schools and specialised colleges of a narrow professional orientation. Chinese researcher F. Zhou (2021) combined various developments in the field of application of the innovation mechanism in the educational environment of China, in particular, in primary, secondary, and higher education. He explores the relationship between the national public administration of this industry and the development of educational organisations in the country. Consequently, most researchers and specialists associate the modernisation of education with the improvement of methodological support, the introduction of digital courses and training programmes, remote methods of interaction between teacher and student, and the professional development of personnel of educational organisations, the advancement of their skills and personal qualities.

Conclusions

The research clearly illustrates logistical hurdles in digitalising education and implementing innovative practices within educational institutions in Kazakhstan, particularly in its less-developed regions such as Turkestan. These institutions grapple with inadequate technological infrastructure, underdeveloped internet service providers, and a lack of expertise in delivering remote learning. Despite these challenges, the research underlines the crucial role of digitalisation in modernising the nation's educational and pedagogical practices. A conducted survey involving teachers and educators from various institutions in the Turkestan region reveals that key elements of innovation include upgrading traditional and specialised teaching methods (73%), designing contemporary curricula (48%), and adopting digital technologies and communication methods to enrich the teaching and learning experience (43%). International perspectives from experts, researchers, and educators in the USA, Asia, and Russia stress the impossibility of introducing meaningful innovation into educational management systems without the extensive use of specialised scientific communication tools, computer technologies, telecommunications networks, and virtual platforms. To enhance the management of educational institutions in the Turkestan region, particularly amid the pandemic, it's imperative to equip both teachers and students with communication tools and software resources. Furthermore, crafting tailored training programmes capitalising on the latest advancements in web design and pedagogical research from both Kazakh and international researchers is key. This also calls for the extensive retraining of educators working in state-run municipal colleges under the Human Potential Development Department of the Turkestan Region.

This study holds considerable scientific interest, practical significance, and socio-political purpose. It can serve as a valuable resource in exploring ways to enhance Kazakhstan's education system management, specifically in the Turkestan region, through the adoption of modern technologies and innovation. The scope of future research could encompass the design and execution of bespoke training programmes for remote teaching. Such research could also venture into the study and adoption of successful digital education practices prevalent in developed countries. It would be beneficial to analyse the appropriateness of various e-learning tools and platforms in a regional context to optimise their efficiency. Simultaneously, in-depth examinations into the prerequisites for successful digital curricula would aid in formulating regional curriculum guidelines. Another way for further studies is to offer strategic suggestions for implementing digitisation, with special attention paid to the role that public–private partnerships can play in expediting the educational development process. Investigations into administrative barriers to digital transition are also imperative, incorporating interviews and surveys with school leaders to gain insights into systemic obstacles, resource needs, and required policy adjustments. Incorporating the perspectives of students, the primary recipients of education, into the research process is also key. Collecting data on their experiences, requirements, and outcomes will help ensure that the digital tools in use are both beneficial and effective. Parents’ roles are crucial in this transition. It is essential to conduct investigations into their perception of digital learning, their concerns, and their digital literacy needs. This will assist in the creation of supportive resources and structures for them, contributing to a comprehensive approach towards the digitalisation of education.

Footnotes

Data availability statement

The data that support the findings of this study are available on request from the corresponding author.

Declaration of conflicting interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The authors received no financial support for the research, authorship, and/or publication of this article.

ORCID iD

Galiya Ukubassova

Author biographies

Bakytzhan Omarov is a Doctoral Student at the Higher School of Education, Astana International University.

Aigul Karkulova is a Doctoral Student at the Higher School of Education, Astana International University.

Galiya Ukubassova is a PhD, Scientific Secretary at the Department of Economics, Esil University.

Zhanat Abzhan is a PhD, Senior Lecturer at the Department of Accounting and Audit, Esil University. Their research interests include management and education.

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