“Forced us to adopt alternative pedagogical approaches”: Kazakhstani reading literacy improvement initiatives

Abstract

Comprehending written text is an essential skill that is significant at many levels of education. Nevertheless, Kazakhstani students continue to demonstrate challenges in understanding the textual content. This article seeks to provide insight into attempts made in Kazakhstan to enhance reading literacy among students. The study conducted surveys on a sample of 117 Kazakh literature teachers and conducted in-depth interviews with 10 experienced instructors. Quantitative data were collected by administering an online questionnaire using the Qualtrics platform. The questionnaire inquired about the impact of Programme for International Student Assessment (PISA) on the literacy curriculum, instructional approaches, assessment methods, and any observed changes or enhancements made to the curriculum. The researchers used thematic analysis to examine the qualitative data gathered using semi-structured interviews. The findings revealed notable deficiencies in the curriculum’s coherence and applicability to students’ practical experiences. Despite these limitations, enhancements were observed in the prioritization of reading comprehension, integration of technology into instructional practices, and cultivation of critical thinking skills. There was a significant transition in educational practices, characterized by a move towards pedagogical approaches that prioritize the needs and interests of students, as well as the adoption of assessment methods based on specific criteria. Teachers acknowledged the positive and negative aspects of this transformation.