ASSESSING THE READINESS OF FUTURE TEACHERS IN KAZAKHSTAN FOR TRANSDISCIPLINARY EDUCATION IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT
DOI:
https://doi.org/10.59787/2413-5488-2026-53-1-%25pKeywords:
transdisciplinary education, teacher preparation, STEM, STEAM, Kazakhstan, interdisciplinary learning.Abstract
This study explores the readiness of future teachers in Kazakhstan for transdisciplinary education within the context of underutilized STEM/STEAM frameworks. Using a quantitative approach, survey data were collected from 166 students across five Kazakhstani universities: Korkyt Ata Kyzylorda University, Kyzylorda Bolashak university, Alikhan Bokeikhan University in Semey, Karaganda Buketov university and Eurasian National University named after L.N.Gumilyov in Astana. The survey instrument, based on transdisciplinary frameworks by Piaget and Nicolescu, demonstrated high reliability (Cronbach’s Alpha = 0.978). Transdisciplinarity refers to a holistic approach that transcends disciplinary boundaries, aiming to integrate knowledge into a unified system of understanding. Data was analyzed by the statistic program SPSS 29.02.0. Results showed a moderately high overall level of readiness for transdisciplinary approach (M = 3.82), with higher scores among students who had completed internships (M = 3.92) and taken interdisciplinary courses (M = 3.94). Although graduate students exhibited higher competence than first-year students, the difference was not statistically significant. These findings show the need for integrating hands-on experience and interdisciplinary courses into teacher education programs to foster transdisciplinary skills. The study recommends early integration of such practices, faculty development, and alignment with international models to improve educational outcomes in Kazakhstan.
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