Digital transformation is ubiquitous around the globe; the educational sector is one of the key indicators of the country’s digitalization. It engages the integration of technologies into the learning environment to provide positive academic outcomes (Pandita & Kiran, 2023). Preparing learners for digital education depends on the teacher’s level of ability to adapt to digitalization. Technology integration contributes to the improving educational standards and shaping digital society (Hanell, 2018). Rapid digital transformation requires preparing future teachers who have proper digital skills to teach the modern generation (UNESCO, 2018). Deep understanding of digitalization in education, applying technologies in practice and conducting effective lessons in tech-supported educational settings align with teacher’s digital competence (Hennessy et al., 2022). However, implementing technology is decelerated by outdated teaching methods and tools (Nwabueze & Isilebo, 2022). University curriculum is supposed to include training in digital elements, namely skills and competence (Méndez et al., 2022). Therefore, teacher candidates should prioritize the significance of adapting of traditional methods to the modern demands of digital society, it is becoming a key component of being professional at teaching in the conditions of digitalization. 

Instructional practice can be supported by various digital tools and resources creating conditions for the engaging learning environment. A wide range of digital platforms and educational applications allow us to adapt lesson delivery to meet the learning objectives. Quality lesson plan serves as a roadmap for teachers enabling logical sequence of the lesson stages (Nilivaara & Soini, 2023). The role of technology is becoming prevalent in the formation of lesson plans in recent years. Online learning platforms and digital tools not only facilitate the creation of learning activities but also encourage students’ critical thinking and problem-solving skills (Hanif, Avila, & Einstein, 2023). In addition, technology allows to tailor to individual learners’ needs and preferences enabling differentiated learning instruction (Røe et al., 2019). Immediate feedback and formative assessment might be organized through online quizzes and digital assignments. It may help to organize individualized learning and interactive sessions (Ramsey & Duffy, 2016). Such conditions foster a transition from teacher-centered to learner-centered encouraging motivation and involvement (Elmahdi, Al-Hattami & Fawzi, 2018). It can be clearly seen that the role of the teacher is getting significant as digital responsibilities are becoming wider in terms of designing tasks and instructing students digitally. 

Many international studies related to this topic were dedicated to the period of COVID-19  (Zhou, 2024; Sysoieva, 2022). In Kazakhstan, researchers mainly focused on in-service teachers’ experiences and perceptions (Nurbekova et al., 2024; Ibrayeva & Yegemberdiyeva, 2022). The following topic requires greater attention because the lack of knowledge in modification of traditional teaching methods limits the potential for advancement in education, the knowledge should be obtained in advance during university studies.

The research was based on the elements of Digital Teaching Professional Framework (DTPF). The framework was developed by the Education and Training Foundation (ETF) in collaboration with the UK digital and technology agency (Jisc) focused on education and innovation (Jisc, 2018). Relying on the European framework, it allows to meet the digital standards of European countries. The research paper aimed to identify the number of future educators who adapt instructional practice to digitalization and determine teaching elements that are most digitally influenced. 

Research questions:

1. What proportion of pre-service teachers modify their teaching practice to align with digitalization?
2. What specific components of teaching are most influenced by digitalization?

The researchers used mixed research through explanatory sequential design. First and foremost, a quantitative survey was distributed to the participants online. The answers to the survey assisted in identifying the number of pre-service teachers who adapt teaching materials to tech-driven classrooms. The survey questions were developed according to the DTPF (Jisc, 2018). Only some elements from the framework were used, as they specifically relate to lesson delivery. The survey was divided into three categories, namely adaptation of learning activities, assessment, and differentiation according to the Likert scale (from 1-never to 5-always). The results were analyzed through statistical software called Jamovi (version 2.3.28). Even though the survey was anonymous, researchers invited representatives who had experience in adapting teaching materials to the demands of digital society. Then, a semi-structured interview was conducted that allowed to determine which teaching elements are exposed to adaptation. The participants in this study consisted of third-year and fourth-year Bachelor's students from Kazakh National Women’s Teacher Training University selected through purposive sampling. This sampling method was chosen to ensure that the participants reflect the specific characteristics relevant to the research purpose, namely their teaching experience in a recent pedagogical internship. The sample included students from a variety of disciplines, specifically future language teachers: Kazakh Language and Literature, Russian Language and Literature, and Foreign Languages. It was planned to involve 100 students; however, the number of students were in the survey approximately 95, and only 20 of them were selected to participate in semi-structured interview. The instruments of data collection were one survey and recordings of the interviews. The survey was filled out by students and the interview was conducted face-to-face. The survey consisted of 12 questions, namely 4 questions for each category. The interview contained 5 open-ended questions incorporating follow-up questions, since they helped to obtain in-depth information by providing details from their own experience. Participants’ responses were audio-recorded with their permission. Before collecting the data, an informed consent form was signed by each respondent. A consent form contained the purpose, involved participants, the risks and benefits of the study, and respondents’ rights in terms of their participation.

It is crucial to explore how many future educators are able to adapt teaching materials to digital society and which part of the lesson plan is mostly influenced by technology. Therefore, while educators struggle with technology integration, learners might neglect academic opportunities. Answering the first research question, the findings reveal that approximately less than half of the participants use digital tools to modify worksheets and quizzes. Moreover, it means that the majority of future educators do not follow the strategies of digital teaching professional framework (Jisc, 2018). Identifying the number of future educators who modify instructional practice in response to digital demands, it bridges the gap between teacher preparation and digitalization. Considering the second research question, the results of the interview illustrate that lead-in learning activities are most exposed to digitalization, however, pre-service teachers particularly use ready tasks from digital platforms for the lessons. Lesson planning is made traditionally, pre-service teachers focus on using handouts and textbooks. Automated assessment is provided for formative assessment and feedback, however, future educators do not use digital tools for summative assessment instead they use paper-based assignments. Differentiation is mostly organized offline, particularly students are divided into pairs/groups according to their abilities, learning needs and styles. Future educators can benefit from the determination of challenging teaching elements, it might enhance their ability to use technology effectively in lesson planning, creating digital learning activities with differentiated elements, and assessment making their teaching practices more engaging and relevant. Hence, identifying teaching components that are most influenced by digitalization may address the problematic areas where pre-service teachers need more support and training. The findings can guide university authorities in designing curriculum taking into consideration the specific digital skills that are necessary for pre-service teachers. Overall, research outcomes will provide insights into amelioration of instructional practice in the age of digitalization.

Elmahdi, I., Al-Hattami, A., & Fawzi, H. (2018). Using Technology for Formative Assessment to Improve Students' Learning. Turkish Online Journal of Educational Technology-TOJET, 17(2), 182-188. Hanell, F. (2018). What is the ‘problem’that digital competence in Swedish teacher education is meant to solve?. Nordic Journal of digital literacy, 13(3), 137-151. Hanif, H. H., Avila, A. H., & Einstein, P. L. (2023). Role of technology in lesson planning in comprehensive schools in Tampere, Finland. African Journal of Emerging Issues, 5(9), 13-20. Hennessy, S., D'Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., ... & Zubairi, A. (2022). Technology use for teacher professional development in low-and middle-income countries: A systematic review. Computers and Education Open, 3, 100080. Ibrayeva, A., & Yegemberdiyeva, S. (2022). Assessment of digital transformation in the education system of Kazakhstan. Jisc. (2018). Digital teaching professional framework: Guide for teachers and trainers. Jisc. https://www.jisc.ac.uk/digital-teaching-professional-framework Méndez, V.G., Suelves, D.M., Méndez, C.G. et al (2022) Future teachers facing the use of technology for inclusion: A view from the digital competence. Nilivaara, P., & Soini, T. (2023). Alternative futures of Finnish comprehensive school. Policy Futures in Education, 14782103231173615. Nurbekova, Z., Baigusheva, K., Tuenbaeva, K., Nurbekov, B., & Vassilev, T. (2024). TEACHERS'ADAPTATION TO CHANGES IN AN INCREASINGLY COMPLEX WORLD THROUGH THE USE OF AI. Strategies for Policy in Science & Education/Strategii na Obrazovatelnata i Nauchnata Politika, 32. Nwabueze, A. I., & Isilebo, N. C. (2022). Modern trends in educational development. International and comparative education: Cross-cultural approach, 545-558. Pandita, A., & Kiran, R. (2023). The technology interface and student engagement are significant stimuli in sustainable student satisfaction. Sustainability, 15(10), 7923. Ramsey, B., & Duffy, A. (2016). Formative assessment in the classroom: Findings from three districts. Michael and Susan Dell Foundation and Education, 1. Røe, Y., Rowe, M., Ødegaard, N. B., Sylliaas, H., & Dahl-Michelsen, T. (2019). Learning with technology in physiotherapy education: design, implementation and evaluation of a flipped classroom teaching approach. BMC medical education, 19, 1-8. Sysoieva, S. (2022). Trends in digital adaptation of schools during the COVID-19 pandemic. Information Technologies and Learning Tools, 91(5), 21-35. UNESCO (2018) UNESCO ICT COMPETENCY FRAMEWORK FOR TEACHERS. UNESCO. http://unesdoc.unesco.org/images/0026/002657/265721e.pdf Zhou, X., Smith, C. J. M., & Al-Samarraie, H. (2024). Digital technology adaptation and initiatives: A systematic review of teaching and learning during COVID-19. Journal of computing in higher education, 36(3), 813-834.