Evaluating distance learning: Cultural meanings and educational resilience in Kazakhstan

Aigul Kamzaevna Sariyeva, Azhar Zholdubaeva

2026

Full text Open access: Gold Metadata (CSL-JSON)
DOI 10.69598/hasss.26.2.278063
Data confidence 70 medium
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Abstract

This study aims to evaluate the effectiveness of Kazakhstan’s abrupt transition to distance learning during the COVID-19 pandemic, focusing on learner and teacher satisfaction, the performance of e-learning platforms, and socio-cultural factors influencing the experience. A mixed-methods approach was adopted, combining a quantitative survey (n = 140) with qualitative feedback and a comparative review of four major e-learning platforms (Moodle, Blackboard, Edmodo, Schoology). Survey data were analyzed using descriptive statistics and Spearman’s rank correlation to examine the relationship between satisfaction and willingness to continue online learning. Qualitative responses and expert commentary contextualized the numerical trends, and platform features were assessed via literature review and technical criteria. Results indicate moderate overall satisfaction with distance learning (approximately 52% of respondents reported satisfaction) and a cautiously optimistic outlook regarding its continuation (approximately 60% were willing to continue fully or partially online, with conditions). A strong positive correlation (rs = 0.94, p < 0.05) was identified between satisfaction and willingness to continue, underscoring that improving online learning quality is key to its future adoption. However, significant challenges emerged: digital inequalities (especially between urban and rural areas) and socio-cultural barriers (limited digital skills, initial skepticism about online education) impeded equitable outcomes. Participants from well-connected, resource-rich settings reported better experiences than those facing poor internet access, and some educators and parents doubted the integrity of online instruction initially. The platform comparison found that open-source, multilingual LMS solutions (Moodle) offer strong alignment with Kazakhstan’s needs, whereas costly proprietary systems (Blackboard) may hinder wide implementation despite rich features. In conclusion, Kazakhstan’s experience during the pandemic demonstrates that distance learning can be a sustainable component of education moving forward, provided that investments are made in infrastructure, educator training, and culturally responsive strategies to bridge the digital divide.