Digital transformation of higher education in Kazakhstan: challenges and solutions

Economic Annals-XXI: Volume 209, Issue (5-6), Pages: 42-55

Citation information:
Dzhanegizova, A. (2024).  Digital transformation of higher education in Kazakhstan: challenges and solutions. Economic Annals-XXI, 209(5-6), 42-55. doi: https://doi.org/10.21003/ea.V209-05

Dzhanegizova Aisulu
PhD (Economics),
Al-Farabi Kazakh National University
71 al-Farabi Ave., Almaty, 050040, Republic of Kazakhstan;
Global Education and Training,
School of Education,
University of Illinois at Urbana Champaign,
909 S. Sixth Str., Champaign, Illinois, 61820, USA
aisuluj@illinois.edu;
aisulu055@mail.ru
ORCID ID: https://orcid.org/0009-0000-8501-4994

Digital transformation of higher education in Kazakhstan: challenges and solutions

Abstract. Introduction: The study analyzes the digital transformation of higher education in Kazakhstan from 2015 to 2023, covering 20 universities across the country. The research focuses on a comprehensive assessment of digital technology implementation, development of digital competencies, and quality enhancement in higher education within the context of national strategic priorities and global digitalization trends.

Methods: The research employs a mixed-method approach combining extensive quantitative surveys of 2,100 respondents (1,500 students, 500 faculty members, 100 administrators) and in-depth qualitative case studies of 20 universities of various types. The methodological toolkit includes multiple regression analysis, multivariate analysis of variance (MANOVA), and a series of t-tests. The reliability of all measurement scales is confirmed by high Cronbach’s alpha coefficients ranging from 0.78 to 0.95, indicating strong internal data consistency.

Results: Empirical analysis revealed a substantial increase in Learning Management Systems (LMS) implementation across universities from 25% in 2015 to 100% in 2023. However, only one-third of faculty members (32%) demonstrate advanced digital skills. National universities showed significantly higher levels of digital readiness (4.2 out of 5) compared to regional (3.5) and private (3.1) institutions. A strong positive correlation was established between digital technology implementation levels and education quality indicators (r = 0.78, p < 0.001). The key barriers to digital transformation were identified as institutional resistance to change (β = -0.36) and lack of clear digitalization strategy (β = -0.32).

Discussion: The findings validate the theoretical foundations of the Technology Acceptance Model and Innovation Diffusion Theory within Kazakhstan’s higher education context. A significant digital divide was identified between national and regional universities, as well as between STEM and non-STEM fields. Special attention was paid to analyzing factors influencing digital transformation success and developing mechanisms to overcome identified barriers.

Scientific Novelty: The study presents the first comprehensive multilevel analysis of digital transformation in Kazakhstan’s higher education system using original evaluation methodology. A system of university digital maturity indicators was developed and validated, including Digital Transformation (DTAI), Education Quality (QEI), Student Satisfaction (SSI), and Graduate Employability (GEI) indices. A conceptual model of the relationship between digital transformation and higher education quality has been proposed.

Practical Significance: Based on empirical data, comprehensive recommendations for improving digital transformation processes were developed across three levels. At the national level, the creation of a unified state strategy for higher education digital transformation with clear performance indicators was proposed. At the institutional level, the necessity of implementing specialized digital transformation units and developing digital infrastructure was substantiated. At the individual level, recommendations for faculty and student digital competency development programs were developed, considering the specifics of various academic fields and university types.

Keywords: Digital Transformation; Higher Education; Kazakhstan; Digital Technologies; Online Learning; Digital Competencies; Education Policy; Quality Assurance

JEL Classіfіcatіon: I21; I23; I28; O33; O53

Acknowledgements and Funding: The author received no direct funding for this research.

Contribution: The author contributed personally to this work.

Data Availability Statement: The dataset is available from the author upon request.

DOI: https://doi.org/10.21003/ea.V209-05

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Received 6.02.2024
Received in revised form 25.02.2024
Accepted 10.03.2024
Available online 29.06.2024