Frontiers in Education

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Transforming research methodologies in teacher education: a systematic comparative review of global trends and the Kazakhstani experience
(Frontiers Media, 2026-05-28)
Айман Берикханова
;
Fatima Assilbayeva
;
Л.О. Сарсенбаева
;
Zhanar Ibraimova
;
Gulsara Berikkhanova
Global transformations in education, including digitalization, sustainability-oriented learning, and practice-based pedagogical innovation, have intensified interest in research-oriented teacher education. This study presents a systematic review of international and Kazakhstani literature on research methodologies in teacher education, with the aim of identifying dominant methodological approaches, comparing thematic and conceptual priorities across contexts, and clarifying the role of Action Research within this broader landscape. The review was conducted in accordance with PRISMA principles and drew on publications from the journal Education Sciences indexed in Scopus and from Kazakhstani journals recommended by the Committee for Quality Assurance in Science and Higher Education of the Ministry of Science and Higher Education of the Republic of Kazakhstan. The analysis combined quantitative screening, thematic coding, and comparative synthesis. The findings show that international literature conceptualizes research activity primarily as reflective, inquiry-based, and practice-oriented, while Kazakhstani studies more often frame it as a strategic and institutional priority linked to the modernization of teacher education. Across both contexts, Action Research emerges as a significant, though not exclusive, methodology for connecting reflection, inquiry, and professional change. The study contributes to current scholarship by offering a comparative analytical synthesis of research-oriented approaches in teacher education and by identifying conceptual and methodological gaps relevant to the further development of teacher education in Kazakhstan.
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Scientific foundations and practice-driven impact of interactive cognitive tools in integrating education and cultural identity within the context of educational transformation
(Frontiers Media, 2026-09-23)
Кадирбаева Дидар Артыкбаевна
;
Amanay Myrzabayev
;
Kulash Mamirova
;
Elmira Kuandykova
;
Svetlana Yerekeyeva
Introduction This study analyses the scientific foundations and practical impact of interactive cognitive tools in integrating knowledge and cultural identity within the context of educational transformation. Drawing on the ICAP and TPACK models, the study treats interactive tools not merely as technological add-ons but as epistemologically significant mediators that foster cognitive engagement, collaborative knowledge construction, and culturally context-sensitive learning. Methods A convergent mixed-methods design was used, combining a bibliometric analysis of scientific literature from 1988 to 2025 with an empirical study based on a four-week Collaborative Online International Learning (COOIL) project involving students from Kazakhstan ( n = 32) and Uzbekistan ( n = 37). Results The quantitative results showed no statistically significant difference in overall academic achievement between the two groups ( p > .05), and a high level of inter-rater agreement ( κ = 0.84). Survey and focus-group data demonstrated that interactive cognitive tools significantly enhanced learners' intercultural communicative competence, digital literacy, and reflective understanding of cultural identity. Three key pedagogical mechanisms were identified as contributing to the formation of cultural identity: comparative cultural teaching, multimodal creative product development, and asynchronous intercultural dialogue. Discussion The findings highlight a persistent gap between technology adoption and culturally sensitive pedagogy, indicating the need to reconsider digital transformation beyond a technocentric perspective. Overall, this work contributes to an integrative conceptual framework that positions cultural identity as a structural component of transformative digital pedagogy, with implications for curriculum development, teacher training, and international educational collaboration.

Frontiers in Education

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