Abstract
This study aimed to assess the pedagogical frameworks for developing future teachers using digital education technology. The mixed-methods design, which combines quantitative and qualitative approaches, was employed to develop this study. Three hundred seventeen teacher candidates who are enrolled at several universities in Kazakhstan make up the research team. The researchers created a semi-structured interview form and an attitude scale toward digital technology in order to gather research data. The data was determined to be regularly distributed. Therefore, descriptive statistics, the T-test, and one-factor analysis of variance (ANOVA) tests were employed to assess them. The descriptive analysis method was applied to study the research’s qualitative data. The study’s findings showed that most pre-service teachers who took part in it thought that teacher training programs based on digital technology had adequate pedagogical conditions. Based on its results, the study offers recommendations.