Contribution

 In  modern times, global and national policymakers have frequently relied on international assessments (LSAs), such as Programme for International Student Assessment (PISA) and  Progress in International Reading Literacy Study (PIRLS), to monitor instructional results and inform policy support (Li et al., 2025;Van Rijn et al.,2024). A major concern is that RL remains low at 386 points in PISA-2022 study in Kazakhstan, which is much lower than the OECD (2023) average (476 scores). In 2022  RL was revealed 40 scores  drop a lack of digital skills related to the computer-based test. A gap in literacy, particularly in rural areas, was  detected by the poor results in PISA (only 36% of students have scores above level 2)(Abildina  et al.,2024). This indicator, in turn, requires to be improved  use of digital resources, as traditional methods have proven ineffective in digital era. The development will allow us to adapt to the modern information society and strengthen students' analytical skills.

Pre-service teachers’ perceptions of  RL  through digital learning

Reading literacy is conceptualized as  functional skills beyond decoding words, including interpreting and utilizing  the texts for one's own purposes , making inferences and critically evaluating, develop knowledge and potential (Sarmurzin et al.,2025).The researchers from Portugal  like Patrícia Dinis da Costa, Patrícia Almeida and Luísa Araújo(2013)identify three main components of RL: situation (the purpose of reading), text (content), and aspect  (interpretation). Additionally the European Union defines RL as emphasizing practical understanding and public implementation using international frameworks such as PISA and PIRLS (Sarmurzin et al.,2025). It is a key part of functional literacy and  is assessed as a basic skill in the education system. Pre–service teachers’ perceptions  of  RL through digital learning play a vital role in understanding  implementation practice which reasonably influence in the classroom interactions and effectiveness as educators(Sun,et.,2024).Realizing these implementation is important  for designing  effectively professional development  programmes in educational  policies and practices, and creating supportive  school environments  that improve student learning   and can  prevent  lifelong barriers, while digital competence can open up opportunities.

Promoting  RL through digital learning in schools

The government's promotion RL through digital learning in schools is essential requiring a encompassing, supported national effort to address shortcomings in PISA. Nowadays the priority of the national policy is ambitious reform agenda focused on digitalization which foster digital learning of citizens to secure Kazakhstan’s long-term stability(Tokayev,2025). These initiatives create school environments that improve students’ critical thinking and analytical skills in relation to digital complexities(OECD,2019;Dr.Amita 2025). Continuing professional development (CPD) and supportive policies enable pre-service teachers to integrate effectively reading instruction in the classroom, address gaps in learning materials and manage high teaching loads(Yelubayeva,2023).This holds particular relevance for Kazakhstan, where geographical disparities create significant barriers to traditional  educational  programs,especially for rural pre-service educators (Shamatov et al.,2023).

The aim of this study is to investigate (1) the perceptions and practices of pre-service teachers regarding RL through digital learning and (2) its implementation in the curriculum in developing countries, of which Kazakhstan is one. The education system faces significant resource inequalities between urban and  rural schools, hindering the equitable development of reading skills through digital learning (Sarmurzin et al.,2021).The  research questions targeting pre-service teachers help address these gaps, focusing on scalable digital solutions. Consequently, this study aims to address the following research questions:

How do pre-service teachers perceive the role of digital educational platforms for RL development  and familiar with framework of PISA?

What digital reading instruction methods do pre-service teachers currently use, and how do they differ between urban and rural schools in Kazakhstan?

What barriers  may hinder the implementation of digital reading instruction in Kazakhstan's national curricula in different types of schools?

This qualitative study used mixed methods to explore pre-service teachers’ perspectives on RL through digital learning in context of national challenges identified in PISA. It provided insights into the experiences and underlying beliefs of pre-service teachers in three secondary schools in the southern part of Kazakhstan during the 2024-2025 academic year. Using mixed methods combines quantitative data (surveys) with qualitative insights (interviews) (Creswell & Plano Clark, 2018).Its strategy combines qualitative and quantitative to gain a holistic understanding of complex phenomena such as the pre-service teachers’ perceptions of development RL through digital learning in this study. The quantitative phase used a structured questionnaire to assess pre-services teachers’ readiness for digital learning and to quantify barriers to reading skills development, as well as barriers associated with PISA indicators. In the subsequent qualitative phase, semi-structured interviews were used to explore the quantitative findings in more depth and identify emerging patterns. The researchers single out semi-structured interviews because they allow for the opportunity to explore targeted themes, while taking into account unexpected findings (Galletta &Cross, 2013; Clarke &Braun 2017).The interviews aimed to uncover the root causes of gaps in knowledge RL and defined by analyzing pre-service teachers’ interactions with educational programs, digital learning and PISA. As the result, the data collection tools included(1)questionnaires and (2)personal interviews completed by the pre-service teachers. The study involved 53 participants (surveyed) and 22 (interviewed) from rural and urban schools. The questionnaire based on studies on awareness of PISA, RL challenges, implementation digital platforms and condition of geographical regional schools. It included 25 questions duration taking 30 minutes and analyzed by Qualtrics.The interview questions included professional development opportunities for pre-services to enhance RL through digital tools to overcome barriers, the impact on PISA results , the integration of digital pedagogy, and the role of platforms in teaching practice. The online interviews via Zoom took place over durations ranging from 15 to 25minutes. It proved to be crucial for gaining in-depth insights into classroom equipment and policies implemented to develop digital learning environments in schools. During the interpretation phase, qualitative findings were combined with quantitative data through triangulation, providing a comprehensive understanding of pre-service teachers use training and assessment data in learning through digital learning. The interviews were transcribed, coded, and thematically organized using thematic analysis in according to Braun &Clarke’s(2024)six phases:(1)familiarization data, (2)coding,(3)theme creation,(4)theme perception,(5)defining and naming, and (6)producing findings. Ethical protocols were maintained throughout these stages of the research.

The thematic analysis identified several primary themes that reflect how pre-service teachers perceive reading literacy in digital learning environment in Kazakhstan . The investigation conclusions are performed in a methodological manner that aligns with the study objectives and answers the research questions. The first theme examines the pre-services teachers’ perspectives on the role of the digital learning platforms in developing reading literacy as defined in the PISA framework. The second theme examines the challenges of pre-service teachers who face in developing practical reading literacy skills through the digital learning, particularly in well-resourced urban schools and under-resourced rural schools, as well as barriers to incorporating digital reading instruction into the national curriculum in Kazakhstan. This work provides a coherent narrative that addresses the research questions of the study, reflects pre-service teachers’ perspectives, and highlights key barriers to promoting reading literacy through digital learning. In general, the majority of participants confirmed that digital learning and reading literacy represent important competencies in the digital age. Reading literacy is an essential skill for everyone, improving attention and problem-solving skills, which represents the convergance of theory and practice, fostering skills for analyzing as well as enabling individuals to evaluate evidence and effectively predict outcomes in society. Providing digital environment for reading literacy reasonably improve critical thinking and technical competencies for their academic achievement, digital workforce and lifelong learning abilities concern the economic growth. In today's world, people cannot thrive without digital learning, as the President of Kazakhstan noted in his speech. The study participants noted a lack of skills in teaching RL and noted that traditional methods take too long to convey key ideas, which prevent them from achieving high PISA scores. It is recommended that reading literacy be formally incorporated into the national curriculum through the digital learning in relevant grades to improve educational outcomes.

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