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ORIGINAL RESEARCH article

Front. Educ.
Sec. Digital Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1408512

Enhancing Digital Literacy Skills among Teachers for Effective Integration of Computer Science and Design Education: A Case Study at Astana International School, Kazakhstan

Provisionally accepted
Meruyert Temirkhanova Meruyert Temirkhanova 1*Gulmira Abildinova Gulmira Abildinova 1Karaca Celal Karaca Celal 2
  • 1 L.N. Gumilyov Eurasian National University, Nur-sultan, Kazakhstan
  • 2 Aksaray University, Aksaray, Aksaray, Türkiye

The final, formatted version of the article will be published soon.

    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.

    Keywords: Computer design, computer science, school education, teacher training, digital tools, Digital skills, Digital Literacy, Kazakhstan

    Received: 28 Mar 2024; Accepted: 04 Sep 2024.

    Copyright: © 2024 Temirkhanova, Abildinova and Celal. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Meruyert Temirkhanova, L.N. Gumilyov Eurasian National University, Nur-sultan, Kazakhstan

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.