Digital education in Kazakhstani teacher training system

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technology acceptance model (TAM), motivation, higher educational institution, educator, digital technologies


This article discloses the technology acceptance model (TAM - Technology acceptance model) in the aspect of digital technologies in higher education. The authors present a study of the motivational sphere of technology application by the educators of the higher institutions.

The article presents the intermediate and final results of the participation of teachers in the motivational courses of the Coursera platform. The main results obtained in the course of the study indicate an insufficient level of motivation for the use of digital educational technologies in higher education. The application of technology is fragmented. Active participation in international courses increases certain aspects of the motivation for using digital educational technologies due to direct participation in them.

The key findings of the research included the following aspects: Coursera platform could serve as a catalyst for transitioning from traditional education to a blended teaching format in higher education institutions; modifying syllabi to incorporate new digital topics has yielded tangible outcomes in the research; the technology acceptance model (TAM) effectively evaluates the level of motivation among higher education educators to utilize digital tools.




How to Cite

Konvisar, A., Bezhina, V., & Mukanov, M. (2024). Digital education in Kazakhstani teacher training system. Bulletin of L.N. Gumilyov Eurasian National University. Pedagogy. Psychology. Sociology Series., 146(1), 283–292. Retrieved from