Abstract
The purpose of the study is to identify and analyses the socio-economic factors influencing educational inequality in urban and rural schools in Kazakhstan. The research methodology includes the use of quantitative methods such as descriptive statistics, comparative and correlation analysis, and regression analysis to identify the impact of population income and the level of digitalisation on educational outcomes. Additionally, focus groups were conducted with participants from different regions to investigate subjective factors such as family values, educational patterns and access to educational resources. The originality of the study lies in the integrated approach, combining quantitative data and qualitative methods, which allows for a deeper understanding of the relationship between socio-economic factors and educational outcomes. The results of the study showed that urban school students consistently perform better on the UNT, which is associated with access to better educational resources, qualified teachers and the Internet. Correlation analysis revealed a moderate positive correlation between the number of fixed Internet subscribers and average UNT scores, which underlines the importance of digitalisation in educational processes. At the same time, the weak correlation between household income and UNT scores indicates the need for a more detailed analysis of factors affecting the quality of education, such as infrastructure and human resources policy in education. This study emphasises the importance of developing support measures for rural schools and digital infrastructure.