Abstract
Digital transformation has reshaped teaching and learning in secondary education. This study conducts a SWOT analysis of digital methods and tools with a focus on the Astana International School. A mixed-methods design (surveys of 50 teachers and 200 students, semi-structured interviews, and document analysis) is mapped to five research questions aligned with SWOT and an explicit chain-of-evidence that tags each finding to its originating method. Surveys indicate high adoption (teachers 95%, students 98%) and frequent use of Microsoft Teams (85%) and Google Classroom (70%); among students, Kahoot (75%) and Quizlet (60%) are common. Reported constraints include training needs (80% of teachers), integration difficulties (70%), and perceived monotony (55% students; 25% teachers). AI use is notable (45% of students), alongside academic-integrity concerns (students: 30% often, 50% sometimes, 20% never; teachers: 10%, 40%, 50%). Interviews explain these patterns—insufficient support, calls for diversified CPD, and underuse of virtual labs—and document analysis corroborates adoption and integration emphases without introducing new counts. Implications include targeted investment in reliable infrastructure, structured professional learning, and school-wide integrity scaffolds that balance productive AI use with clear norms. Limitations involve a single-school, self-report, cross-sectional design; future work should evaluate multi-school implementations and longitudinal impacts.