Post-Pandemic Teaching Practices and Professional Identity: Adaptations of Kazakhstani University Instructors
Tleuov A.
July-September 2025SAGE Publications Inc.
SAGE Open
2025#15Issue 3
This study examines how the COVID-19 pandemic influenced university educators in Kazakhstan, focusing on post-pandemic teaching practices and professional identities. Interviews with ten instructors from five institutions revealed persistent use of digital tools, reimagined assessment practices, and increased teaching flexibility. Significant advancements in online instructional design and efforts to balance humanizing pedagogy with digitalization were observed. The pandemic catalyzed professional development, enhancing educators’ digital literacy and pedagogical strategies. Instructors reported a shift toward more empathetic, student-centered practices and rethought their professional identities. The study highlights the need to integrate pandemic-developed practices into long-term educational strategies and has implications for teacher education and professional development. It emphasizes the importance of comprehensive training programs fostering digital competencies, adaptability, and inclusive teaching approaches, while stressing the need for ongoing support for educators in navigating evolving roles.
COVID-19 , digitalization , emergency remote teaching , higher education , post-pandemic teaching , teacher professional identity
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KIMEP University, Almaty, Kazakhstan
NARXOZ University, Almaty, Kazakhstan
KIMEP University
NARXOZ University
10 лет помогаем публиковать статьи Международный издатель
Книга Публикация научной статьи Волощук 2026 Book Publication of a scientific article 2026