Abstract
The article presents a comparative analysis of the self-assessment of cognitive competencies among future teachers in Kazakhstan and China. The study covers four interrelated areas: cognitive adaptability, confidence in critical thinking and problem-solving, intercultural competence, and digital learning experience. A mixed comparative research design was employed, involving 240 prospective teachers, including 120 students from Kazakhstan and 120 students from China. Validated self-report instruments were used to assess cognitive flexibility, critical thinking, problem-solving orientation, intercultural sensitivity, and perceptions of digital learning. Quantitative data were analyzed using descriptive statistics, an independent-samples t-test, and the χ² test, while qualitative data were analyzed using thematic analysis. The results revealed statistically significant differences between the two groups across the indicators examined. Chinese participants demonstrated higher self-reported levels of cognitive adaptability, confidence in critical thinking and problem-solving, intercultural competence, and perceived effectiveness of digital educational technologies. At the same time, the findings reflect differences in the participants’ perceived competencies and educational experiences and should not be interpreted as evidence of objectively higher cognitive abilities or the overall superiority of one national teacher education system over the other. The findings highlight the importance of further developing reflective, problem-based, intercultural, and digital learning in contemporary teacher education.