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Implementing CEFR into Kazakh language education: Teachers’ perspectives and classroom practices
(2025-08-15)
Zhanat Dauletbekova
;
Aitzhamal Rauandina
;
Gulzat Berkinbayeva
;
A.S. Nabidullin
;
Raigul Rakhmetova
The study aims to evaluate the implementation of CEFR-aligned teaching materials in Kazakh language education, focusing on Kazakhstan's unique educational context. The research seeks to understand teachers' perspectives and assess the effectiveness of these materials, contributing to the ongoing language education reforms in the country. This study addresses the need for insights into how CEFR-aligned materials are integrated and their impact on teaching and learning outcomes. A mixed-methods research design was employed, incorporating both quantitative and qualitative approaches. The study surveyed 65 Kazakh language teachers from various public and private schools. Quantitative data were gathered to measure the effectiveness of CEFR implementation, while qualitative data offered more profound insights into teachers' experiences, highlighting challenges and successes encountered in the process. The findings show that while CEFR-aligned teaching materials have significantly improved Kazakh language education, areas that require further enhancement. Teachers reported positive outcomes and notable challenges in adapting the materials to Kazakhstan's multilingual and cultural context. The study concludes that while integrating CEFR-aligned materials has succeeded in many aspects, targeted improvements are necessary to fully realize their potential. The insights from this research provide valuable recommendations for future developments and offer a guide for other non-European countries looking to implement CEFR-aligned educational resources.
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Work environment factors contributing to burnout for university teachers in Kazakhstan
(L. N. Gumilyov Eurasian National University, 2025-12-29)
A.S. Nabidullin
;
Aliya Zadakhanova
;
D.B. Ismailova
The study explores work environment factors contributing to burnout among university teachers in Kazakhstan. Using a descriptive survey design, data were collected from 113 faculty members across pedagogical universities to examine perceptions of workload, time management, work-balance, and institutional support. The results reveal that excessive workload and administrative responsibilities are major contributors to emotional exhaustion and disengagement from teaching duties. More than half of the respondents reported feeling overwhelmed, while a smaller proportion demonstrated resilience and effective coping strategies. Positive aspects emerged through collegial relationships and recognition, which were found to mitigate burnout and enhance motivation. However, perceptions of administrative responsiveness to faculty concerns regarding stress and well-being were divided, reflecting inconsistencies in institutional practices. The study concludes that burnout is a systemic issue influenced by organizational structures, support mechanisms, and recognition systems rather than solely individual factors. These findings underscore the significance of promoting balanced workloads, strengthening administrative engagement, and fostering a supportive academic culture to sustain teacher wellbeing and productivity within Kazakhstan’s higher education institutions.
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Differentiated educational content for inclusive English language classrooms in Kazakhstan: A scoping review
(Suleyman Demirel University, 2026-09-30)
Aliya Zadakhanova
;
Gulbagira Saurukova
;
Садыкова Роза Каримовна
;
A.S. Nabidullin
;
Darkhan Orynbassarov
Kazakhstan ratified the United Nations Convention on the Rights of Persons with Disabilities in 2015, and inclusive education became a national priority. Policy has moved faster than classroom practice, especially in rural schools. This scoping review maps research published from 2016 to 2025 on differentiated instruction and digital tools in inclusive English language teaching in Kazakhstan. We searched eight databases and repositories and screened reference lists. Seventeen studies were included. Seven of them focus directly on English or foreign language teaching. The rest cover inclusive education, differentiated instruction, teacher preparation, and policy in Kazakhstan. The studies describe tiered and multilevel tasks, individualized support, and adapted methods. Reported outcomes are mostly better engagement, participation, and motivation. Evidence on long-term achievement is scarce. Digital tools appear mainly in general terms: ICT platforms, interactive content, accessible resources, and digital literacy. The main barriers are limited teacher preparation, unequal access to technology, and weak links between policy and practice. The review calls for stronger teacher education, better digital infrastructure, and research that measures outcomes.

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