DESIGN, IMPLEMENTATION, AND EVALUATION OF AN INSTRUMENTAL AND METHODOLOGICAL PLATFORM FOR TEACHERS' PROFESSIONAL COMPETENCY DEVELOPMENT

Zhandos Zulpykhar, N.T. Shyndaliyev, Raushan Zhilmagambetova, Dameli Kapanova

2026

Closed access Metadata (CSL-JSON)
DOI 10.59787/2413-5488-2026-54-2-32-45
Data confidence 70 medium
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Abstract

The rapid digital transformation of education requires new approaches to supporting teachers' professional development and strengthening their ICT competencies. This study aimed to design, implement, and evaluate an instrumental and methodological platform intended to provide comprehensive methodological support for teachers in secondary education. The platform integrates regulatory documentation, teaching resources, professional development planning, webinars, coaching, collaborative communication, competency monitoring, and analytical feedback within a unified digital environment.A quasi-experimental research design was employed involving 160 teachers of Geography and Computer Science from public secondary schools in Astana, Kazakhstan. Participants were divided into an experimental group (n = 80) and a control group (n = 80). Professional competencies were assessed using psychological-pedagogical diagnostics, questionnaires, observations, expert evaluation, and statistical analysis based on Fisher’s angular transformation criterion.The findings demonstrated that teachers using the proposed platform achieved higher levels of ICT competence, communication skills, professional motivation, and creative engagement than those in the control group. The comparison between the experimental and control groups revealed statistically significant differences (φ* = 2.41, p = 0.016), confirming the effectiveness of the platform. The integrated digital environment also facilitated continuous methodological support, improved collaboration among teachers, and enhanced opportunities for individualized professional development.The study concludes that the proposed instrumental and methodological platform represents an effective solution for developing teachers' professional competencies in the context of digital education. The findings contribute to the modernization of teacher professional development systems and may serve as a practical framework for educational institutions implementingdigital transformation strategies.