Abstract
This study provides an empirical assessment of the effectiveness of design thinking in the training of pedagogical personnel within Kazakhstan’s higher education system. The research was conducted among 20 master’s students at ENU, including 7 Kazakh-speaking and 13 Russian-speaking participants, who were assigned to experimental (n = 10) and control (n = 10) groups. A mixed-methods approach was employed, combining surveys, comparative analysis, statistical data processing, and semi-structured interviews. The findings indicate statistically significant improvements in key professional competencies within the experimental group: creativity increased by 43%, problem-solving skills by 50%, engagement by 42%, teamwork by 36%, and motivation by 37% (p < 0.05). Qualitative results further confirmed enhanced empathy, autonomy, and self-confidence among participants. Based on the outcomes, an adapted model for implementing design thinking in Kazakhstani universities-Omirzak’s DT Model-was developed. The study contributes to the advancement of innovative pedagogical technologies and demonstrates the potential of human-centered approaches in higher education. The practical significance lies in the applicability of the proposed model for integration into teacher education programs, thereby improving the overall quality of professional training for future specialists.