DIGITAL LITERACY AND EDUCATIONAL INEQUALITY IN KAZAKHSTAN: OPPORTUNITIES AND CHALLENGES IN HIGHER EDUCATION

📝 Özet

This paper examines the relationship between digital literacy and educational inequality in Kazakhstan’s higher education through a conceptual, document-based approach. It is a narrative literature review and does not report newly collected surveys, interviews, or experimental data. OECD country notes on Kazakhstan from PISA 2022 and UNESCO’s 2023 Global Education Monitoring Report provide the main evidence for discussing access, skills, instructional support, and inclusion. Because PISA assesses 15-year-old students, its findings are used as contextual evidence rather than direct measurements of university students. The analysis argues that access to digital devices alone does not ensure equal learning opportunities. Reliable connectivity, academic digital competencies, lecturer support, accessible course design, and critical evaluation of information are also essential. Practical implications include low-bandwidth teaching materials, diagnostic digital-literacy support, and routine equity monitoring in universities. The conclusions are interpretive and should not be read as causal findings or as nationally representative evidence about Kazakhstan’s higher education students.

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