Аннотация
This study investigates the changing role of social pedagogues in Kazakhstan and addresses the disparity between higher education training and employer expectations. Utilizing survey data from secondary school administrators and staff, along with a content analysis of the master’s program ‘Social Pedagogy and Self-Knowledge’ at L.N. Gumilyov Eurasian National University in Kazakhstan, the research reveals significant gaps in participants’ legal, managerial, and practical skills. Although social pedagogy is increasingly recognized as a multidisciplinary discipline that integrates educational, social, and managerial aspects, existing training programs are overly theoretical and inadequately meet labor market demands. The study advocates for specific curricular reforms, recommending the introduction of courses such as ‘Legal Foundations of Social Pedagogy,’ ‘Socio-Pedagogical Management,’ and ‘Fundamentals of Medical and Social Work.’ Additionally, the discussion reflects on the effects of the COVID-19 pandemic, emphasizing the necessity for digital literacy and readiness for crisis-responsive pedagogy. Despite challenges associated with curriculum expansion and limited resources, the findings highlight the critical need to align academic training with the intricate, practice-focused requirements of modern social pedagogy.