IMPROVING THE PROFESSIONAL COMPETENCE OF TEACHERS IN SMALL RURAL SCHOOLS (SRS) THROUGH DIGITAL LEARNING PLATFORMS

This study explores the development and implementation of a distance learning model specifically tailored for teachers in multi-grade rural schools (MGS) in Kazakhstan. The research was driven by the unique challenges that teachers in these schools face, including physical isolation, lack of technological resources, and the need to teach mixed-age classes with limited educational materials. The purpose of the article is to examine the professional competence of teachers of rural small schools and to enhance them through digital learning platforms. Existing professional development programs and distance learning courses were found inadequate for addressing these issues, prompting the creation of a new model using the Discord platform. The study used both qualitative and quantitative methods, including surveys and interviews with 31 MKS teachers, to identify their specific needs and challenges. The developed model incorporated video lessons, practical assignments, and a mentorship component, all adapted for the realities of teaching in rural schools. Discord was selected for its cross-platform functionality, ease of use, and ability to facilitate both synchronous and asynchronous communication. Results showed that 92% of participants found the platform accessible, with 67% successfully applying new skills in practice. Peer-to-peer learning and mentorship were key to the model’s success, fostering both professional development and emotional support among teachers. The study concludes that integrating modern digital platforms into rural education can significantly improve teachers' professional competence and suggests further development of standard guidelines for distance learning in multi-grade rural schools.