Abstract
Our research focused on empirically documenting the STEM education research perceptions and practices of K-12 physics teachers in Kazakhstan. We explored how the teachers perceived and engaged with STEM educational research while implementing integrated STEM instruction and content. We recruited 50 physics teachers from a population of teachers participating in a STEM education professional development program in Almaty, Kazakhstan. To gather data from the participants, we used a translated version of the survey developed by Booher et al. (2020), "Teacher Perceptions and Use of STEM Educational Research." We collected the teachers' responses using a Google Form distributed online to the teachers attending the professional development event. We found the teachers held diverse perspectives on the benefits and value of integrating STEM education research into their teaching practices. Moreover, our analysis indicated a strong correlation between the culture of utilizing educational research in their schools and the teachers' perceptions of the benefits of the research. The importance of enhancing teacher engagement in evidence-based decision-making and teaching practices emerged as a central theme. We elaborate on the possible implications and solutions for motivating the use of STEM education research to inform curriculum design and instructional strategies that foster high-impact learning environments.