Abstract
This study examines how prospective teachers in Kazakhstan develop self-efficacy for teaching in digital learning environments and identifies the individual, organizational, and systemic mechanisms that facilitate or impede this process. It integrates international research on teacher self-efficacy, established digital competence frameworks such as TPACK and DigCompEdu, and current developments in Kazakhstan’s educational policies and technological infrastructure. The paper explores how personal beliefs about teaching capabilities, prior pedagogical experiences, and institutional contexts shape prospective teachers’ confidence in integrating technology into instruction. It further analyses the factors that strengthen digital self-efficacy, highlights the critical role of institutional support in cultivating sustained competence, and addresses the implications of the urban–rural digital divide for equity in teacher preparation. The study concludes with recommendations for teacher education programs to establish a sustainable model for developing digital self-efficacy among future teachers in Kazakhstan.