Abstract
The COVID-19 pandemic disrupted higher education in Kazakhstan, forcing rapid transitions to emergency remote teaching.This paper explores how this disruption influenced professional development (PD) practices and perceptions among university educators.Through qualitative interviews with ten university teachers in Almaty conducted between December 2022 and August 2023, the study employed thematic analysis to investigate how the emergency remote teaching period influenced educators' engagement with and views on PD.The analysis reveals three key themes: (1) the initial overemphasis on technology that overshadowed pedagogical support, leading to professional vulnerability and eventual strategic adaptation; (2) the transition from overwhelming online PD opportunities to intentional integration of blended learning modalities; and (3) the evolution from peer-based support networks to seeking expert-led professional development.These findings contribute to understanding how crisis periods impact professional development systems in higher education, while highlighting the need for institutions to develop more resilient and adaptive PD frameworks.The study suggests practical implications for universities, including the importance of balancing technological and pedagogical expertise, providing structured expert guidance, and maintaining flexible support structures that can adapt to both stable and disruptive periods.