The Use of New Technologies in the Organization of the Educational Process

Daineko, Yevgeniya; Duzbayev, Nurzhan; Kozhaly, K. B.; Ipalakova, Madina; Bekaulova, Zh. M.; Nalgozhina, N. Zh.; Sharshova, R. N.

doi:10.1007/978-3-030-52243-8_46

Cited by 1 publication

(1 citation statement)

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“…The ubiquity of digital learning materials has increased the flexibility of learning and made it possible to provide quality education in remote areas using social innovation tools and software (Dawson & Daniel, 2010;Cassidy et al, 2016;Daineko et al, 2020). Flexible learning using digital technologies to provide services should be adapted to meet the needs of students in higher education institutions (Tarhini et al, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

The role of digital technologies in higher education institutions: The case of Kazakhstan

Nurtayeva,

Kredina,

Kireyeva

et al. 2024

Problems and Perspectives in Management

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The ways of education development are changing, which is largely determined by the introduction of digital technologies and the desire to improve the efficiency of management of educational processes at universities. Therefore, this study aimed to identify the challenges and opportunities in universities related to the use of digital technologies (social media tools, digital online platforms, digital learning platforms) in higher education institutions in Kazakhstan. A sample included respondents (N = 69) from 16 educational institutions in Kazakhstan that combined teaching (conducting training courses or working with students) and administrative management (management or planning of the educational process). The data were obtained using an offline questionnaire and processed using SWOT methodology. Representatives from 16 public and private universities responded to the questionnaire: the rector (2%) and two vice-rectors (3%), deans of faculties (23%), directors, and heads of various departments of universities (71%) were interviewed (managers are engaged in teaching). As a result, six thematic outcomes demonstrated the opportunities for technology application in education: enhancing management quality, motivation, access to electronic resources and materials, transparency and objectivity in grading, the possibility of implementing distance learning, and simplification of routine tasks. It is also noteworthy to mention five thematic outcomes as challenges, which encompassed issues with security, technical errors, reduced communication, dependency, and complexities in grading. AcknowledgmentsThe study was carried out within the framework of grant funding by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan “Modernization of the system of distribution relations and reduction of income inequality of the population of the Republic of Kazakhstan” BR21882165.

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