The article is devoted to the study of ways that can solve the problems of digitalization of Kazakhstani universities. The study reflects the need for innovation in such a sector of the economy as higher education, the creation of a digital ecosystem and the development of human capital. The idea to enrich these areas in universities with digital technologies requires knowledge of what experience domestic and foreign university structures have in order to clarify the missing managerial and technological components in the Kazakh digitalization process. Identification of omissions in the digital activities of the university is complemented by studies of the impact of digital technologies on the educational activities of students. The results of the student survey are presented in three sets of questions. The analysis considers such aspects of the problem as the positive and negative impacts of technology on the learning activities of the digital generation of students. Special attention is paid to studying the attitude of students to education digitalization, and the training environment of the university. In the article some arguments of teachers about the results of the conducted research. The novelty of the article lies in updating the issue of the impact of digital technologies on the educational activity of the modern generation of the Kazakh students, which deserves special attention in the sense of university management quality. In addition, it was figured out whether the online, offline or blended mode of learning the Kazakhstani students prefer.
The article’s goal is to describe the experience, analyze problems and offer some prospects for digitalization of the Kazakhstani universities. Since 2018, the State Program “Digital Kazakhstan” has been implementing in five key areas:
Proceedings of the 7th International Conference on Digital Technologies in Education, Science and Industry (DTESI 2022), October 20-21, (Galiya
Berdykulova); 0000-0002-7482-5609 (Makpal Abdinova); 0000-0002-6592-6030 (Marat
2022 Copyright for this paper by its authors.
employment, as well as improve the investment climate, increase labor productivity and increase the
share of small and medium-sized businesses in the structure of GDP [
educational process and formation of an electronic learning and teaching environment. The pandemic forcibly changed the format of education from full-time to distance learning. Subsequently, in accordance with the epidemiological situation, universities used online and offline training. The interaction of professors and students, various social practices and the management process have changed.
Hence, the digital transformation has become a reality for higher education as well. The education system needs operational regulation to meet the challenges in the new civilization conditions. Along with positive outcomes such as virtual learning environments, online platforms and digital technologies, universities found a lack of specialized resources for online education, the unpreparedness of faculty members, leadership and students for distance education. Little universities’ experience of working in the digital transformation found low level of information culture, mismatch of existing knowledge and skills with new technologies and as a consequence lack or insufficient technical, methodological and psychological handiness of academic teachers for online learning. Along with the elimination of these problems, the inculcation of the norms of information culture and raising the general level of culture for the new forms development of “student-professoradministration” communication according to the authors is seen as paramount.
Methodology of study is based on study of the domestic and foreign universities’ digitalization from the one hand. From the other hand, the influence of digital technologies on the educational process was examined through the rank of surveys of students of the local Universities. As a result, an understanding of the advanced matter of university’s digitalization abroad, managerial and technological missing components in Kazakhstani process were found. In addition, the opportunities and possible ways of eliminating the undeveloped position and further deepening The article presents results of questioning of students on three blocks of questions as well. The authors consider such aspects of the problem as positive and negative impact of technology on the learning activities of the digital generation of students during data analysis.
reasoning of teachers about the results of the research work. A complex of scientific research methods was used: theoretical (analysis of scientific pedagogical literature on the problem under study, analysis, generalization, identification of the rational component of the study) and empirical (questionnaire, conversation, discussion).
Currently, the world's universities have to experience the transition from traditional forms to
digital and hybrid models of the educational process. It is vital common sense to define criteria for
evaluating computerized learning situations in universities and their research activities. Students from
some countries abroad asked to agree on the advanced learning situations of universities and the
formally dysfunctional implementation of this task in practice. In Kazakhstan, most students prefer
mixed modes of training in the forms of online and offline learning according to the original research
[
Analysis of existing research on the declared topic showed that in the center of attention of
scientists is the transition from the traditional learning models to digital ones. A number of
researchers are viewing the digitalization of learning as a necessary condition for the transition to
digital era focused on growth performance, new types of labor, and the need for human nature. Digital
technologies are seen not only as a tool, but also as an environment of existing, as well as a means of
development of future-oriented competencies [
To understand where we are in the process of transformation in digital time, the domestic and foreign experience of university digitalization was analyzed in order to clarify the progress and fails in the field by the Kazakhstani higher school. Based on states of research methodology, the world experience of advanced universities, the attempt of a digital environment creation rather than a digital university was revealed. The digitalization of world universities is expressed both in online support and in personalization and interaction. Online support, along with documents for confirmation on websites and video tutorials, means the involvement of digital technologies into the process of management at the administrative and pedagogical levels. The original study of the program documents of Kazakhstan, the analysis of the digital literacy of staff and digital maturity of university under the COVID-19 have shown missing components of universities digitalization in Kazakhstan.
educational process for distance learning [
oblige universities to fulfill certain rights of employees in connection with the new form of organization of their activities, provided by law. While foreign structures located on the territory of our country, provide technical, financial and other support to our own citizens working in these organizations.
The pandemic, which suddenly arose, found the country's universities in varying degrees of
readiness for new conditions, forced universities to reconsider traditional approaches and became the
starting point for creating the education of the future. Finally, universities changed the attitude
towards online learning. Remote work is established both at the conclusion of an employment
contract and during the term of the employment contract with the introduction of amendments and
additions to the employment contract [
Based on states of research methodology, the world experience of advanced universities, the attempt of a digital environment creation rather than a digital university was revealed. The digitalization of world universities is expressed both in online support and in personalization and interaction. Online support, along with documents for confirmation on websites and video tutorials, means the involvement of digital technologies into the process of management at the administrative and pedagogical levels. The further progress of universities on the path of digital transformation is seemed by introduction and use of the Independent Distance Learning Resources with elements as
Missing components of universities digitalization in Kazakhstan includes insufficient online support, lack of video lessons, depersonalization in digital learning, lack of competitive elective courses, lack of practical oriented cases, underdevelopment of interaction in online support and underdevelopment of career support for and community communication. International IT University, being one of the best technical universities in the country, studies digitalization processes at the world technical universities Digitalization experience of the Heriot-Watt University the high ranked Scottish and British higher school and one of the 350 best universities in the world, University provides the independent distance learning system. Academic Support, Virtual Learning Environment, Heriot-Watt
n board
library
6. Online payments service is an easy and flexible way to pay tuition, room fees and other unpaid bills. 7. Researcher skills development. Research Futures Student Workshops RFSW are for PhD and future research careers and internal opportunities and have three-minute thesis competition for graduate students. RFSW enable students to acquire the skills they need for further research careers and outside academia students from different schools. Study skills development offers a wide range of skills development opportunities on campus and online for developing students digitally, information literacy, information technology, and learning skills to help students to work, research and learn more effectively, and support ongoing professional development.
students and researchers throughout their careers, helping them find and manage information, and disseminate and publish research results.
Thus, the Kazakhstani and foreign structures of higher school are on the way of a digital environment creation rather than a digital university itself. Online support is targeted at facilitating university operations management, creating digital infrastructure by the usage of platforms, websites and distance learning. Whereas personalization and interaction the student-oriented approach and progress in information culture and online communication. Insufficient online support, underdevelopment of interaction in online support, depersonalization in digital learning, underdevelopment of career support and community communication, lack of competitive elective courses, lack of practical oriented cases, lack of video lessons make up missing components of universities digitalization in Kazakhstan.
development. Implementing the Independent Distance Learning Resources with elements as
2.2.
The literature review has shown that the problem of the influence of digital technologies on the educational activities of students has not yet been sufficiently disclosed. To clarify how digital technologies influence on the educational students’ activities of the Kazakhstani Universities a survey was conducted on three blocks. Most respondents are from International IT University. Data analysis considers such aspects of the problem as the positive and negative impact of technology on the learning activities of the digital generation of students. Special attention is paid to studying the attitude of students to the digitalization of education, their learning within the digital educational environment of the university.
impact of digital technologies on students' learning activities" [
follows: • 1st year students – 64; • 2nd year students – 71; • 3rd year students – 23; • 4th year students – 39.
spend online more than 3 hours a day, of which 45% - over 6 hours. Students spend most of their time interacting with others, networking, as well as for entertainment – watching videos, movies, playing online games, reading and creating Instagram reels and Tik-Tok stories. Smartphones provide access to information and replaces other digital devices.
time, as the teachers said in an interview, students only superficially consider the information necessary to answer the questions posed, since they basically do not understand the educational material, do not pass it through their own consciousness, but only run their eyes over the screen of the device.
learning activities are not getting. Better.
24 3 72 21 7 23 57 5 15 22 65 1 12
sources of information (66%). As they themselves comment, often this is done right in the classroom, during the survey, permission problematic task, performing calculations. In addition, educational websites (21%) and other information resources (13%) for learning activities are used.
respondents attend the library, and only 4% use archive, reading room of the faculty, and educational publications. Majority of the respondents agree that using DTs allow them greatly to improve the quality of learning activities (73%). 3% of students are not happy with the quality of learning activities using DTs.
learning activities. 21% of students complain that that time could be dedicated for other activities. At least, most of the students (57%) confirm that they rely on DTs to get information for a successful educational activity. 65% of the respondents agree when teachers use smartphones in the assignments.
small number of students turn to library collections. Students prefer to access information on the
The Kazakh teachers identified the problem of cheating while commenting on the lack of
improvement in the quality of students' learning with using digital technologies. According to
teachers, the use of digital and network technologies provides unlimited opportunities for cheating
assignments, answers to control work and tests. Teachers are unanimous that most students abuse
using mobile devices while attending lectures or practical classes. They believe that learning activity
in such cases is not leading for the student. In the same spirit, academic teachers of foreign countries
express their opinion, in particular Buryat State University named after Dorzhi Banzarov [
point of view. In addition, at identifying the intensity the use of digital technologies in the educational process and the study of students' attitudes towards their use in teaching. The students also had to rate information culture of teachers. Block 3 (Table 3) consisted of five questions and the results are as follows.
These studies have shown that teachers often use digital technologies in the classroom, which was noted by almost half of the respondents - 46%. Answering the question is to assess the level of proficiency digital technologies for teachers. It was rated as high - 51%. Moreover, during the conversation, the students explained that their teachers improve their pedagogical skills, introduce of educational innovations in teaching, and take into account the interests of the new generation of students. Among the means of learning, a significant part of the respondents (51%) indicated educational platforms in the educational process. It is a platform MOODLE, which creates extensive opportunities for creating digital educational environment. This case seems to be as a merit of IT department and high level of university management but not a practice of teachers. The following data proof that teaching process stands more on traditional tools and methodology than on digital technologies. 18 % of respondents refer to the use of e-books programs and 15% of training programs, and the least mentioned are mobile applications and network services (2%), educational web sites (5%) and the Internet resources for searching information to perform projects (9%).
The main reason limiting the use of digital technologies in students’ training is the conditions for the implementation of the educational process, i.e. unsatisfactory computer park and software, limited number of hours for studying discipline, poor internet connection, unorganized digital educational space of the university. 39 % respondents noted this. 54 % of respondents believe that insufficient development digital learning methodology also hinders their use in the classroom. Students suppose that teachers do not use digital technologies in the classes due to insufficiently developed teaching methods with the DTs (54%). However, they think that using the digital technologies makes their lessons more interesting (43%).
learning process itself. Given the presence of certain omissions in the transformation in digital time, insufficient digital creative environment and not high digital maturity of students, teachers and staff, it can be concluded that digital transformation in a university can be organized not purely online or purely offline, but in a mixed form.
Various aspects of digital learning for university students need to be explored more in terms of describing their practical application. Introduction to the experience of teaching disciplines by using various methods and means of digital educational environment will allow teachers to implement them in their own practice. The practice of pedagogical activity indicates that the socialization of young people in networks and all sorts of entertainment offered on the Internet is currently much higher priority activities for students using digital technologies than the activity of learning, which, unfortunately, is not supported by relevant motives and does not always correlate with life values younger generation.
The responses of surveys and interviews prove that being online while learning allow a student to
be distracted by games, entertainment, and watching videos and lead to a decrease in the quality of
learning. Therefore, the digital technology has a negative impact on students' training if their
application is not dressed in a clearly developed outline of a specific pedagogical technologies
working in the digital educational environment. Taking into account that the leaders of universities
and experts are ready to cooperate and direct joint efforts for the implementation of prior national
projects in education and digital economy, the further discussion in the field of digitalization’s issues
have an opportunity to be figure out [
understand what domestic and foreign experience and original research has taught us in terms of the digitalization of higher education. Lessons are always instructive and require study, because they allow to find not only positive and useful activities, but also to identify omissions and shortcomings. However, the general trend for these countries is the way of creation of a digital environment rather than a digital university itself. It was found that online support is targeted at facilitating university operations management, creating digital infrastructure by the usage of platforms, websites and distance learning. Whereas personalization and interaction the student-oriented approach and progress in information culture and online communication have not been achieved. The socialization of youth in networks has currently a much higher priority than learning, which, unfortunately, does not supported by appropriate motives and does not always correlate with the life values of the younger generation, and these have shown that digitalization in the classroom is limited by the very nature of the learning process itself. Given the presence of certain omissions in the transformation in digital time, insufficient digital creative environment and not high digital maturity of students, teachers and staff, it can be concluded that digital transformation in a university can be organized not purely online or purely offline, but in a mixed form. Research prompts that a digital transformation needs to be dressed in a specific pedagogical technology working in the creative digital environment. In this connection, more techniques and innovation are needed to maintain in digital transformation.