Аннотация
In the context of development of social work in Kazakhstan, critical reflection (CR) is becoming a relevant tool for the formation of professional identity and ethical thinking. The aim of the study is to examine the specific features of implementing critical reflection in educational programs for training social workers, to identify barriers and development opportunities based on international experience. The empirical basis of the study consists of in-depth interviews with 14 teachers from five regions of Kazakhstan. The data analysis, conducted using reflective thematic analysis, showed that the elements of critical reflection are present in teaching practice but are implemented in a fragmented manner through case studies, role plays, written assignments and discussions. The main challenges are related to the lack of a conceptual framework and the absence of critical reflection in official regulatory documents. The study offers recommendations aimed at providing methodological support for social work educators and the systematic development of critical reflection as a key component of professional social work education in Kazakhstan. The study has practical significance for the development of methodological guidelines, curriculum design and professional development of social work educators. Keywords: critical reflection, education, social work, educational programs, transformational learning.