Abstract
Pre-service teachers in Kazakhstan are expected to operate within a complex legal framework that governs student rights, inclusion, and teacher accountability, yet legal education in teacher training programs remains critically underdeveloped. This study investigated the current state of legal literacy among pre-service teachers in Kazakhstan, examining knowledge levels, pedagogical approaches, and students’ perceptions of relevance. Using a convergent mixed-methods design, data were collected from 189 pre-service teachers via survey and 20 semi-structured interviews across five public universities. Findings revealed severely limited factual legal knowledge, low situational confidence, and strong dissatisfaction with the existing “fundamental law” course. Qualitatively, participants described legal training as exclusively lecture-based and disconnected from classroom realities. Applying Nonaka’s knowledge management framework, the study identifies a systemic failure in converting explicit legal knowledge into tacit professional competence. Despite these gaps, students expressed strong motivation for practical legal training (92% rated legal knowledge as essential). The study concludes with recommendations for curriculum reform, including case-based modules, practicum integration, and interdisciplinary collaboration between law and education faculties.