Whether with concern or excitement, we, as educators, venture into the current millennium guided by a conceptual paradigm shift of changing student needs. Generation change and subsequent renewing of secondary education standards present the need for schools to expand their practices of differentiation and individualization of educational process. Traditional methodologies and traditional classroom settings are transforming, expanding beyond the four-walled cubes into the "virtual" amorphous cyberspace classrooms and reality sites outside of the typical ivy-covered towers of higher education. Because of technology-driven telecommunications and growing student diversity, we have a responsibility to be more innovative in our pedagogical approaches. Designing creative virtual classrooms developed within a theoretical framework while considering differentiation and individualization needs is the only answer. Research has attributed difficulties in doing so largely to problems and difficulties of differential approach in teaching, and has recently pinpointed the essential role of using of modern ICT tools in implementing that approach. An ethos of knowledge transfer, implementation and learning are needed for educational success.

Interactive electronic platforms are new and significant phenomena and are newly internationalizing. This study will employ longitudinal educational research to identify if and how these platforms reconcile with the problem of differentiation in education, and to advance understanding concerning the link between ICT and international education development.

The research covers the period of one academic year, starting from August 2022 and ending up in May 2023. The object of study was the Republic of Kazakhstan’s education system and, in particular, state and private schools of such cities as Astana and Karaganda. The subject of study was to estimate the value of use of the ICT tools as innovative and individualizing teaching approach in Kazakhstan’s and Central Asia’s educational and cultural context. Additional subject was to study a foreign (predominantly Western European and Eastern Asian countries’) experience in the particular sphere and to analyze values and limitations of hypothetical knowledge transfer. To start the research, relevance of the topic should have been affirmed. To indicate this, the survey was conducted on the initial stages of the study. The study itself has being started from August 2022, in accordance with the survey data received. Variety of methods had been used during the research, including: - Comparative analysis made to figure out the differences of education cultures of Central Asia and other regions, such as Eastern Asia or Western Europe; - Secondary Data Analysis used to consider methods and results of previous studies on the particular topic, and to evaluate successes and flaws of similar methods when used in other countries; - Experiments of implementing ICT tools as instruments for differential learning; - Observation of the research progress by keeping records in a reflective journal and conducting one-on-one interviews with the students participating; - Open lessons for receiving a feedback from the educators of various profiles; - Focus Groups used as a method of organizing discussions and collecting opinions about the products (tools), and receiving the teachers' and students' feedback on research. The final part of the research contained a qualitative observation of the particular results, such as quality of students’ knowledge dynamics, individual progress of specified groups of students, students’ and teachers’ opinion polls on ICT tools use, teachers’ progress in implementing ICT tools and diversifying education methods, limitations of the research process.

The first expected outcome is to find out whether the use of ICT can be justified as part of differential learning approach, and to consider existing and hypothetical limitations of implementing it in secondary education system. The second expected outcome is to estimate the possibility of knowledge transfer of the particular topic from other countries and regions, such as Eastern Asia and Western Europe. Conclusion on the latter aspect should include consideration of difference in education cultures and mentalities of Kazakhstan and indicated regions.The third expected outcome is to evaluate the possibility of integrating the particular system of ICT-based differential education in the context of region's educational culture.

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