Miray Doğan

Higher education institutions are undergoing rapid digital transformation. This transformation affects teaching, learning, research, and governance. As digital technologies reshape academic environments, digital academic leadership has become increasingly important. It guides institutional change, supports innovation, and promotes the integration of technology into academic practices. Despite growing scholarly interest, limited research has examined how academics conceptualize digital academic leadership in Kazakhstan. This qualitative descriptive study explored the perceptions of 35 academics in Astana, Kazakhstan. Participants were selected through purposive sampling. The researchers collected data through focus group interviews using open-ended questions. The researchers analyzed the data using content analysis. The findings showed that participants viewed digital academic leadership as a strategic and transformational approach. They emphasized its role in guiding digital transformation, integrating technology with pedagogy, and supporting innovation and professional learning. Participants also identified several challenges. These included technological barriers, inadequate digital infrastructure, limited resources, and insufficient institutional support. They further emphasized the importance of data-informed decision-making and continuous professional development. The study also highlighted the importance of evidence-based digital practices for improving teaching quality and academic staff performance. These findings highlight the need to strengthen institutional capacity and support mechanisms. Such efforts can contribute to sustainable digital transformation in Kazakhstani higher education.

This study explores the perceptions of Generation X and Generation Y educators regarding digital pedagogy and its impact on teaching practices. Digital pedagogy, defined as the integration of technology into educational practices, is examined through the lens of two distinct generations, each with differing approaches to technology in education. Generation X approaches digital pedagogy cautiously, emphasizing the need to strike a balance between digital tools and face-to-face interactions. They view technology as a tool to enhance traditional teaching methods, with a strong focus on pedagogical alignment, security, and accessibility. In contrast, Generation Y embraces a more flexible, student-centred approach, seeing digital tools as integral to creating personalized and innovative learning environments. This generation is more comfortable with the rapid integration of technology and advocates for using digital tools to enhance engagement, adaptability, and individualized learning experiences. Both generations recognize the role of digital pedagogy in fostering 21st-century skills. However, both acknowledge the limitations of digital tools in promoting holistic personal development, emphasizing the importance of socioemotional interactions and face-to-face learning experiences. Furthermore, the study examines the evolving roles of educators in the digital age, with Generation X envisioning teachers as guides and emotional connectors, and Generation Y viewing them as content designers and mentors. The findings highlight significant generational differences in integrating digital technologies into education, providing insight into the future of digital pedagogy and its implications for teaching practices.

This study investigates the integration of artificial intelligence (AI) technologies in higher education institutions in Kazakhstan. It aims to explore students' and academics' perceptions, usage patterns, challenges, and training needs. The findings show that AI is increasingly seen as a transformative academic tool, especially for research, language learning, writing support and problem‐solving. Although many participants first encountered AI through media exposure or academic requirements, their engagement has shifted from initial scepticism to routine use, with many reporting daily reliance on AI tools. Participants highlighted AI's potential to create more personalised and interactive learning environments, particularly through applications like chatbots and adaptive learning systems. However, concerns were raised about over‐dependence on AI, which could weaken critical thinking and problem‐solving skills. These concerns align with previous research warning of passive learning behaviours in AI‐supported educational settings. Despite widespread AI adoption, the study identifies significant gaps in institutional infrastructure and the absence of systematic training programmes. Most participants developed their AI skills through informal, self‐guided learning rather than formal university instruction, underscoring the urgent need for structured AI literacy initiatives within higher education. Ethical issues, including algorithmic bias and data privacy, were also highlighted, emphasising the importance of responsible AI use and ethical governance in institutional policies and curricula. The results suggest that universities should invest in AI infrastructure, implement comprehensive AI literacy programmes and incorporate AI ethics education into academic curricula to prepare both students and faculty for effective and responsible AI use. This study contributes to the growing body of literature on AI adoption in higher education by providing empirical insights from the Kazakhstani context.

This study examines teachers’ and students’ perceptions of digital pedagogy in Kazakhstan, focusing on how technology is shaping contemporary teaching and learning practices. Using a qualitative research design, semi-structured interviews were conducted with 20 teachers and 20 students to provide in-depth insights into their experiences with digital learning environments. The research was conducted in educational institutions in Kazakhstan during the 2025–2026 academic term. The findings suggest that teachers perceive technology as a supportive tool that enhances their role as facilitators, enabling them to guide students toward broader knowledge and more flexible learning opportunities. Students describe digital learning as interactive, motivating, and aligned with their identity as digital natives. Together, these perspectives highlight the importance of integrating digital tools thoughtfully and systematically into educational practice. The results also underscore the need for ongoing professional development, improved digital infrastructure, and curriculum innovation to strengthen digital pedagogy in Kazakhstan. This study contributes to the understanding of the evolving dynamics of teacher–student interaction in technology-rich settings. It provides a foundation for future research with larger, more diverse samples across various educational contexts. Cite this article as: Kuanysheva, S., & Doğan, M. (2026). Metaphors of digital pedagogy: insights from the case of Kazakhstan. HAYEF: Journal of Education, 23, 0136, doi: 10.5152/ hayer.2026.25136.

This study examines how prospective teachers in Kazakhstan develop self-efficacy for teaching in digital learning environments and identifies the individual, organizational, and systemic mechanisms that facilitate or impede this process. It integrates international research on teacher self-efficacy, established digital competence frameworks such as TPACK and DigCompEdu, and current developments in Kazakhstan’s educational policies and technological infrastructure. The paper explores how personal beliefs about teaching capabilities, prior pedagogical experiences, and institutional contexts shape prospective teachers’ confidence in integrating technology into instruction. It further analyses the factors that strengthen digital self-efficacy, highlights the critical role of institutional support in cultivating sustained competence, and addresses the implications of the urban–rural digital divide for equity in teacher preparation. The study concludes with recommendations for teacher education programs to establish a sustainable model for developing digital self-efficacy among future teachers in Kazakhstan.

This study examines the multifaceted impact of digital transformation on academic staff in higher education, focusing on their lived experiences at a public university in Turkey. As universities increasingly integrate digital technologies into their core operations, this transformation is reshaping teaching, research and administrative practices. Drawing on a qualitative phenomenological approach, the study involved 25 faculty members and examined how digitalization affects academic roles, professional development, workload, motivation and perceptions of institutional policies. The findings reveal that while digital transformation offers opportunities for innovation, flexibility and global collaboration, it also presents significant challenges, including increased workload, administrative burden, digital fatigue and inequities in access and competence. Participants emphasised the importance of acquiring digital competencies, receiving institutional support and being included in decision‐making processes regarding technology use. The study highlights the need for inclusive, sustainable and ethically grounded digital strategies in higher education and calls for stronger alignment between institutional policies and the realities experienced by academic staff. These insights contribute to a deeper understanding of how universities can empower faculty to navigate the digital age effectively while fulfilling their social and educational missions.

Academic inbreeding, the practice of hiring graduates from within the same institution, persists in Kazakhstan due to cultural norms, institutional practices, and economic factors. While it offers advantages like continuity and familiarity, it also carries risks like intellectual stagnation and excluding external perspectives. This paper explores the complex dynamics of academic inbreeding in Kazakhstan and proposes measures to mitigate its adverse effects. Importantly, these measures are designed to preserve the positive aspects of institutional loyalty and tradition, ensuring that the essence of Kazakh higher education is not lost in the change process. Findings reveal that key strategies include implementing clear legal frameworks, fostering academic mobility, and promoting merit-based recruitment policies. Academic mobility offers a promising avenue for introducing fresh ideas and perspectives, preventing stagnation, and enhancing the intellectual vitality of academic institutions. A balanced approach that combines internal loyalty with the inclusion of external talent will ensure the long-term sustainability and innovation of Kazakhstan’s higher education system. By adopting these strategies, Kazakh universities can foster a more dynamic, diverse, and competitive academic environment.

This study explores graduate students’ perceptions of and experiences with digital governance in higher education, using data from semi-structured interviews with thirty participants. A qualitative research design guided the investigation, addressing six research questions related to the definition, roles, effectiveness, required skills, challenges, and opportunities of digital governance. The findings reveal varying levels of familiarity with digital governance, often linked to concepts of e-government and efficient decision-making. However, many participants lacked a deep understanding of the term. Key roles of digital governance identified include improved data management, enhanced transparency, and increased inclusivity in decision-making processes. The study also highlights significant challenges, such as inadequate infrastructure, inconsistent implementation, and a lack of formal training in digital governance. Despite these barriers, digital governance offers practical benefits, including streamlined administrative processes, better accessibility, and improved research outcomes. Participants emphasized the importance of digital skills education but noted that weak infrastructure and limited curricular integration hinder skill development. Opportunities identified include greater efficiency, expanded access to education, and better support for marginalized groups. The study concludes with recommendations for a holistic approach, combining education reform, infrastructure improvement, and stakeholder collaboration to optimize the benefits of digital governance in higher education. These insights provide valuable guidance for policymakers and educators seeking to enhance digital governance in academic institutions.

This book chapter, aimed at Building Bridges: Integrating Diversity and Equality into Educational Technology, delves into the transformative potential of technology in education within the contemporary globalized milieu. It highlights the crucial role of technology in facilitating the efficient storage, processing, and application of information, serving as a pivotal yardstick for assessing a nation's developmental status. Also, the book chapter discusses technology, expanding beyond its physical aspects to encompass intellectual, psychological, legal, design, and pedagogical dimensions. Furthermore, it emphasizes the interrelationship between technologies, human cognition, and societal structures, underscoring the need for educators to harness technology effectively to promote equity and inclusion in diverse educational settings. Overall, the chapter lays the groundwork for an in-depth examination of integrating diversity and equality into educational technology, underscoring their significance in guaranteeing equitable learning opportunities for all students.

This study explores the perceptions of Generation X and Generation Y educators regarding digital pedagogy and its impact on teaching practices. Digital pedagogy, defined as the integration of technology into educational practices, is examined through the lens of two distinct generations, each with differing approaches to technology in education. Generation X approaches digital pedagogy cautiously, emphasizing the need to strike a balance between digital tools and face-to-face interactions. They view technology as a tool to enhance traditional teaching methods, with a strong focus on pedagogical alignment, security, and accessibility. In contrast, Generation Y embraces a more flexible, student-centred approach, seeing digital tools as integral to creating personalized and innovative learning environments. This generation is more comfortable with the rapid integration of technology and advocates for using digital tools to enhance engagement, adaptability, and individualized learning experiences. Both generations recognize the role of digital pedagogy in fostering 21st-century skills. However, both acknowledge the limitations of digital tools in promoting holistic personal development, emphasizing the importance of socio-emotional interactions and face-to-face learning experiences. Furthermore, the study examines the evolving roles of educators in the digital age, with Generation X envisioning teachers as guides and emotional connectors, and Generation Y viewing them as content designers and mentors. The findings highlight significant generational differences in integrating digital technologies into education, providing insight into the future of digital pedagogy and its implications for teaching practices.