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ORIGINAL RESEARCH article

Front. Educ.
Sec. Teacher Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1473766

Preparing Educators for the Digital Age: Teacher Perceptions of Active Teaching Methods and Digital Integration

Provisionally accepted
Gulmira Abildinova Gulmira Abildinova 1Elmira Abdykerimova Elmira Abdykerimova 2Almagul Assainova Almagul Assainova 3Kaussar Mukhtarkyzy Kaussar Mukhtarkyzy 1Dariya Abykenova Dariya Abykenova 3*
  • 1 L.N. Gumilyov Eurasian National University, Nur-sultan, Kazakhstan
  • 2 Caspian State University of Technology and Engineering, Aktau, Kazakhstan
  • 3 Pavlodar Pedagogical University, Pavlodar, Kazakhstan

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

    This study investigates higher education teacher's perceptions of active teaching methods, specifically Case-Based Learning (CBL), Team-Based Learning (TBL), Problem-Based Learning (PBL), and the use of digital technologies. A specialized training program with 104 university teachers was implemented at L.N. Gumilyov Eurasian National University. The tests included pre-and post-training assessments, feedback sessions, and peer evaluations. The post-training results indicate significant improvements in participant's knowledge, confidence, and practical application of these methods. Most teachers perceived the training program as highly effective in enhancing student engagement, fostering collaboration, and integrating digital tools into teaching practices. However, challenges such as resource limitations and time constraints were identified. Feedback sessions and peer evaluations further highlighted the practical applicability and positive changes in the teaching practices. This study underscores the potential of active teaching methods and digital integration to enhance teaching practices in higher education significantly.

    Keywords: Active Learning, higher education, Digital technology integration, teacher training, Case-based learning, team-based learning, Problem-Based Learning, student engagement

    Received: 31 Jul 2024; Accepted: 13 Nov 2024.

    Copyright: © 2024 Abildinova, Abdykerimova, Assainova, Mukhtarkyzy and Abykenova. 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: Dariya Abykenova, Pavlodar Pedagogical University, Pavlodar, 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.