Аннотация
Kazakhstani universities actively implement Blended Synchronous Learning (BSL) to provide flexible learning opportunities. This study examines current BSL practices in Kazakhstan’s Higher Education Institutions (HEIs) and the challenges hindering their effectiveness. The research employed an observational approach with experimental BSL classrooms at Almaty Management University and Abai Kazakh National Pedagogical University, alongside structured interviews with selected students and teachers. Data collection involved classroom recordings, teacher observations, and interview transcriptions using software and manual methods. Findings indicate that while some universities have adopted BSL, most HEIs are still in the implementation phase. The most common BSL practice is video conferencing via Zoom and MS Teams. Students reported high satisfaction, improved interactions, and greater accessibility. However, effective BSL requires enhanced student self-organization and additional teacher preparation, high quality infrastructure. In conclusion, BSL offers flexibility, availability, and accessibility, yet challenges remain, particularly in infrastructure, technical support, and teacher training. Future research should explore BSL’s impact on student performance, instructional methods, and the technical and psychological aspects of this learning model.