kaz44Вестник Университета Шакарима. Серия технические наукиBulletin of Shakarim University. Technical Sciences2788-79953006-0524«Шәкәрім университеті» КеАҚ10.53360/2788-7995-2025-4(20)-7kaz44-2219Research ArticleАВТОМАТИЗАЦИЯ И ИНФОРМАЦИОННЫЕ ТЕХНОЛОГИИ (ОРИГИНАЛЬНАЯ СТАТЬЯ)AUTOMATION AND INFORMATION TECHNOLOGY (ORIGINAL ARTICLE)ОЦЕНКА ВЛИЯНИЯ ЦИФРОВИЗАЦИИ НА ОБРАЗОВАТЕЛЬНУЮ ПРАКТИКУ НА ОСНОВЕ СБОРА ПЕРВИЧНЫХ ДАННЫХ ОТ ПЕДАГОГОВASSESSMENT OF THE INFLUENCE OF DIGITALIZATION ON EDUCATIONAL PRACTICES BASED ON THE COLLECTION OF PRIMARY DATA FOR TEACHERShttps://orcid.org/0000-0001-6006-4813ШайхановаА. К.ShaikhanovaA.

Айгуль Кайрулаевна Шайханова – PhD, ассоциированный профессор, профессор кафедры информационной безопасности

Республика Казахстан, г. Астана, ул. Сатпаева, 2

Aigul Shaikhanova – PhD, Associate Professor, Professor at the Department of Information Security

Republic of Kazakhstan, Astana, Satpayev Street, 2

aigul.shaikhanova@gmail.comhttps://orcid.org/0000-0002-5019-2413ТоккулиеваА. К.TokkuliyevaA.

Айжан Конурбаевна Токкулиева – магистр техн.наук, докторант кафедры информационной безопасности

Республика Казахстан, г. Астана, ул. Сатпаева, 2

Aizhan Tokkuliyeva – Master of Technical Sciences, Doctoral Student at the Department of Information Security

Republic of Kazakhstan, Astana, Satpayev Street, 2

tokkuliyeva_ak@enu.kzhttps://orcid.org/0000-0002-2117-5390УвалиеваИ. М.UvaliyevaI.

Индира Махмутовна Увалиева – PhD, ассоциированный профессор

Республика Казахстан, г. Усть-Каменогорск, ул. Серикбаева, 19 

Indira Uvaliyeva – PhD, Associate Professor

Republic of Kazakhstan, Ust-Kamenogorsk, Serikbayeva Street, 19

iuvalieva@mail.ruhttps://orcid.org/0009-0000-0584-4067МырзахановК. Е.MyrzakhanovK.

Канат Ермекұлы Мырзаханов – инженер -программист 

Республика Казахстан, г. Астана 

Kanat Myrzakhanov – Software Engineer

Republic of Kazakhstan, Astana

kanat.m@bilimland.comhttps://orcid.org/0009-0005-4932-1774СмаиловаБ. Т.SmailovaB.

Балжан Темірболатқызы Смаилова – магистр, заведущая кафедры математики

Республика Казахстан, г. Семей, ул. Глинки, 20 А 

Balzhan Smailova – MS, Head of Mathematics Department

Republic of Kazakhstan, Semey, 20 A Glinka Street 

st.balzhan@gmail.comЕвразийский национальный университет им. Л.ГумилеваКазахстанL.N. Gumilyov Eurasian National UniversityKazakhstanВосточно-Казахстанский технический университет им. Д.СерикбаеваКазахстанD. Serikbayev East Kazakhstan Technical UniversityKazakhstanАО «Ұлттық аударма бюросы»КазахстанJSC «Ulltyk Audarma Burosy»KazakhstanШәкәрім университетКазахстанShakarim UniversityKazakhstan20252501202614(20)5365Copyright © Шайханова А.К., Токкулиева А.К., Увалиева И.М., Мырзаханов К.Е., Смаилова Б.Т., 20262026Шайханова А.К., Токкулиева А.К., Увалиева И.М., Мырзаханов К.Е., Смаилова Б.Т.Shaikhanova A., Tokkuliyeva A., Uvaliyeva I., Myrzakhanov K., Smailova B.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://tech.vestnik.shakarim.kz/jour/article/view/2219

Статья посвящена оценке влияния цифровизации на образовательную практику и профессиональную деятельность педагогов. Целью исследования являлся анализ первичных данных, собранных от педагогического сообщества, для выявления текущего уровня цифровых компетенций, характера использования цифровых инструментов и технологий искусственного интеллекта (ИИ), а также их влияния на учебный процесс и результаты обучающихся. Методология исследования включала количественно-качественный опрос 832 педагогических работников различных образовательных организаций, осуществленный посредством онлайн-анкетирования. Сбор данных охватывал демографические характеристики респондентов, частоту применения цифровых инструментов (MS Office, Kahoot) и ИИ (ChatGPT, Gemini), использование цифровых технологий на занятиях (интерактивное тестирование, AR), субъективную оценку их влияния на мотивацию и успеваемость обучающихся, а также потребности в повышении квалификации.Результаты исследования выявили активное внедрение цифровых инструментов, с лидирующим использованием MS Office и растущей популярностью ИИ-инструментов. Педагоги отмечают значительное повышение заинтересованности обучающихся (84,6%) и улучшение восприятия материала благодаря цифровизации. При этом, несмотря на общую позитивную динамику, 4,4% респондентов указали на негативные аспекты, такие как снижение восприятия или временные затраты. Выявлен высокий интерес педагогов к освоению интерактивных заданий, AR-технологий и ИИ, что подтверждает запрос на дальнейшее профессиональное развитие. Полученные данные предоставляют эмпирическую основу для разработки целевых программ повышения квалификации и оптимизации стратегий интеграции цифровых технологий в образовательную среду.

The article is dedicated to assessing the impact of digitalization on educational practices and the professional activities of teachers. The aim of the study was to analyze primary data collected from the teaching community to identify the current level of digital competencies, the nature of the use of digital tools and artificial intelligence (AI) technologies, as well as their influence on the educational process and student outcomes. The research methodology included a quantitative and qualitative survey of 832 teachers from various educational institutions, conducted through an online questionnaire. The data collection covered demographic characteristics of the respondents, the frequency of use of digital tools (MS Office, Kahoot) and AI (ChatGPT, Gemini), the use of digital technologies in the classroom (interactive testing, AR), subjective assessment of their impact on student motivation and performance, as well as the need for professional development. The results of the study revealed active integration of digital tools, with MS Office being the most commonly used and growing popularity of AI tools. Teachers noted a significant increase in student engagement (84.6%) and improvement in content comprehension due to digitalization. However, despite the overall positive trend, 4.4% of respondents indicated negative aspects, such as decreased comprehension or increased time costs. A high level of interest in mastering interactive tasks, AR technologies, and AI wasidentified among educators, confirming the demand for continued  professional development. The obtained data provide an empirical basis for the development of targeted training programs and the optimization ofstrategies for integrating digital technologies into the educational environment.

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The authors declare that there are no conflicts of interest present.