Abstract
This study explores the current preparedness of primary pre-service teachers in Kazakhstan to utilize educational resources in their teaching practices. Using a quantitative survey design, data are collected from a sample of 200 participants selected through convenience sampling. The survey instrument is developed based on validated questionnaires and pilot-tested to ensure clarity and reliability. It examines access to educational resources during teacher education programs, experiences during practicum, confidence in using materials, and barriers to effective use. Findings reveal that access to diverse teaching resources varies, with many pre-service teachers most frequently using printed textbooks and digital tools during practicum. Confidence in using both printed and digital educational resources is generally moderate, with some reporting challenges in adapting materials to students’ learning needs and in searching for online resources. Key barriers include limited internet access, insufficient training, and lack of mentor support. Based on these findings, the study recommends enhancing university training programs to provide more comprehensive preparation and support, with particular attention to overcoming infrastructural and instructional challenges. These efforts aim to improve teacher readiness and contribute to raising the quality of primary education in Kazakhstan and other Central Asian countries.