Abstract
The present article is devoted to the development and analysis of the cascade model of formation of digital competencies (DC) of teachers, which responds to the current challenges caused by the global digital transformation and the national strategy of education development in the Republic of Kazakhstan. The model is conceptually structured into three interrelated stages: the first is a systematized process of formation of DSC, including motivational-target, methodological, content-technological and regulatory-result blocks; the second is the direct application of formed DSC in everyday pedagogical activities; and the third is the assessment of the impact of these competencies on the academic results of students.The paper provides an in-depth analysis of each stage of the model, describing the principles, the digital eco-environment, teaching methods and tools, and the assessment system. Particular attention is paid to the context of digitalization in Kazakhstan, highlighting the critical importance of teachers acquiring relevant digital skills in light of government programs and regulations. To confirm the practical significance of the model, the results of the first stage of a large-scale empirical survey covering 1,352 teachers are presented. This survey convincingly demonstrated the high interest of the teaching community in mastering interactive lesson formats and implementing augmented reality (AR) and generative artificial intelligence (GenAI) technologies. The article also compares the proposed model with relevant foreign and domestic scientific research in the field of digital pedagogy, identifying common trends and specific challenges. The results of the first stage of the survey and their implication for further adaptation and improvement of the model are discussed. Prospects for further research are outlined, including the second stage of the survey, which will be conducted after the training module aimed at the development of interactive forms of learning and work with AR-technologies. Thus, the article is a contribution to the development of theoretical and methodological foundations for the formation of teachers' CK and their practical realization in the conditions of digital educational environment.