Zhadyra Abatova, Gulnur Kenesbay, Nassima Bauzhanova

• This technical report provides a comprehensive analysis of the process of digital transformation in the education system of Kazakhstan, particularly in the context of the implementation gap between the standards of digital competence and the current state of the education system. The research is based on the application of two main methodological models for the evaluation of the level of educator competence, in which the European Framework for the Digital Competence of Educators is considered the scientific basis for the analysis of the areas of professional growth, while the TPACK model is applied to evaluate the efficiency of the educational process in the context of the intersection of technology, pedagogy, and subject matter content. The analysis of the empirical data of the TALIS-2024 study allows for the qualitative comparison of the current state of the education system in Kazakhstan with the global trends in the context of OECD countries. It is stated that the educators of Kazakhstan exhibit a high level of "Digital Optimism," in which the level of teacher confidence in the level of technological knowledge is recorded at 75.12 points, which is significantly higher than the OECD average of 70.1. However, it is important to note that, in spite of the high level of self-assessment, there is a significant need for professional growth, in which 46.59% of educators require the acquisition of basic ICT skills. The progress in the development of the education system is limited by the "infrastructure ceiling," in which there is a lack of digital resources in 22.83% of the schools and unstable internet access in 22.69% of the educational environment. The research also further highlights how Kazakhstan’s most important asset in this process of change is its already existing culture of professionalism and mutual support. It has also been recommended that, while systemic changes are necessary at a national level, teachers themselves need to take an active role in developing their own personal Digital Roadmap. This involves a systematic process of self-assessment through the DigCompEdu SELFIE tool, with a further need for teachers to develop their Technological Knowledge (TK) in order to more effectively integrate this into TPACK. In conclusion, it has been established how Kazakhstan already has a robust foundation of digital optimism, with a world-class culture of teacher support. By closing the already existing infrastructure gap, it is considered that the potential for digital excellence within schools throughout Kazakhstan is limitless.