Bridging the digital divide: Assessing future educators' competence in Kazakhstan's higher education through the DigCompEdu framework

Abstract

This study examines digital competencies among prospective educators at a Kazakhstani university, drawing on a 360-participant survey based on the DigCompEdu framework. The findings reveal significant variations in self-perceived technological skills across three academic levels—Bachelor’s, Master’s, and PhD—and five demographic factors: gender, place of residence, prior ICT experience, academic program, and age. Master’s students generally exhibit the highest competence, while PhD candidates unexpectedly show moderate mastery in areas such as digital resource use. Male Bachelor’s students report greater confidence in technical tasks, whereas female Master’s students surpass their male peers in professional engagement. Additionally, urban participants consistently outperform their rural counterparts, highlighting infrastructural disparities that hinder digital skill development. Prior ICT training emerges as a strong predictor of competence across all levels and programs, emphasizing the importance of early, structured exposure to technology. Despite the recognized necessity of integrating digital tools in teaching, the data suggest that many programs, particularly at the doctoral level, provide insufficient attention to digital pedagogy. The study concludes by recommending curriculum enhancements, targeted interventions, and infrastructural improvements to ensure future educators are prepared to teach effectively in technologically evolving classrooms.