Abstract
This article addresses the issue of developing algorithmic thinking skills in future educators and its significance in modern education. The introduction provides an overview of algorithmic thinking, its definition, and its importance in the context of contemporary society. The analysis of the current state of algorithmic thinking in future educators is based on a review of research and existing data, including the works of Kazakhstani scholars. The article also presents an overview of strategies and methods for developing algorithmic thinking in future educators. It describes the key competencies of algorithmic thinking for educators and examines existing practices, methodologies, as well as successful projects and programs aimed at fostering algorithmic thinking. The article discusses methods of evaluation, analysis of research findings and practical projects, and opportunities for future development and enhancement of algorithmic thinking skills in future school psychologists and social workers. The conclusion of the article summarizes the main findings of the research, emphasizes the importance of developing algorithmic thinking skills for future educators and education as a whole. The reference list includes key sources such as the papers of G.M. Mutanov, G.K. Abdraimova, A.M. Zhumabekov, as well as international research on algorithmic thinking. The article aims to underline the significance of developing algorithmic thinking skills in future educators and provides specific recommendations and methods for its integration into pedagogical training.