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    Enhancing digital literacy skills among teachers for effective integration of computer science and design education: a case study at Astana International School, Kazakhstan
    (Frontiers Media SA, 2024) Temirkhanova, Meruyert; Abildinova, Gulmira; Karaca, Celal
    This study explores the development and impact of digital literacy skills among teachers at Astana International School, Kazakhstan, and examines how these skills influence the teaching of Computer Science and Design to middle school students. Employing a mixed-methods approach, the research combined quantitative assessments of students’ proficiency with qualitative evaluations of teacher and student experiences, involving 71 teachers and 382 students from grades 7 to 10. The findings indicate that students taught by digitally literate teachers demonstrated significant improvements in designing and utilizing virtual reality tools, mobile applications, and other digital resources, with teachers facilitating more interactive and engaging learning environments that enhanced students’ technical skills and creative capacities. This research contributes new insights into the dynamics of digital literacy in education, emphasizing the critical role of teacher training in digital tools for enhancing educational practices and uniquely demonstrating how systematic application of digital literacy can transform educational outcomes, supporting the integration of technology in teaching, aligned with the needs and competencies of Generation Z students.
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    Integrated application of digital technologies in interconnected energy sources in renewable energy education
    (World Institute for Engineering and Technology Education, 2024) Karatayeva, Zhanerke; Abildinova, Gulmira; Karaca, Celal; Mukhtarkyzy, Kaussar
    This study evaluates the impact of digital technology on renewable energy education among fourth-year IT students at a Kazakhstani university through a quasi-experimental design, comparing traditional teaching methods to a curriculum integrated with digital tools, including interactive simulations. Results demonstrated that students in the digital tools-enhanced group significantly outperformed their peers in traditional settings in mastering renewable energy concepts, aligning with literature that supports the effectiveness of technology-enhanced learning. However, satisfaction levels were similar across both groups, suggesting the importance of combining traditional and digital approaches. The research highlights the necessity of blending theoretical knowledge with practical skills, noting a skills confidence gap in the digital group. This study advocates for an educational strategy that merges conventional methods with digital innovations, providing insights for educators and curriculum developers to meet the evolving demands of sustainability and technology education.