Transforming Didactic Methods

This study examines the current state of primary education in Kazakhstan, where traditional teaching methods may be insufficient for comprehensive student development. The purpose is to develop proposals for improving the educational system of primary schools in the Republic of Kazakhstan. The study employs a mixed-methods approach combining systematic analysis, deduction, classification, and comparison methods, along with a survey of 71 participants (12 teachers, 26 parents, and 33 students) to evaluate Kazakhstan’s primary education system, with data synthesis used to formulate recommendations for improving educational didactics. The results reveal that while the education system has strengths in providing comprehensive subject coverage and clear learning outcomes, it faces challenges such as insufficient attention to individual student needs, limited integration of information and communication technologies, and gaps in critical thinking development. The survey findings indicate generally positive perceptions of the educational environment, though with varying levels of satisfaction among different stakeholder groups. The study concludes that structural changes are needed in Kazakhstan’s primary education system, particularly in integrating modern pedagogical approaches and technologies.