This article is devoted to the experience of applying the Blended Project-Based Learning Approach Using Visualization Technology in teaching mobile application development for IT-students. The Blended Project-Based Learning Approach Using Visualization Technology is based on a project-based method, pair programming, teamwork and using of digital educational resources as a visual learning content. The authors describe the impact of the used teaching methods and digital educational resources on the student's cognitive skills during the mobile application development. During workshop the students gained hands-on experience on mobile application development through «active doing» method, interactive tasks and building different types of mobile application projects. The workshop's curriculum is developed in terms of the scaffolding. So, the students improve the skills develop projects starting from simple «Hi, Kazakhstan!» to a complete software with functions of search and update from the Internet. The well-designed project topics on development mobile application arise the interest and provide the high motivation of the learners. The impact of Blended Project-Based Learning Approach is evaluated through questionnaire, testing and evaluation of mobile application projects developed by students. The effectiveness of the blended approach for teaching mobile application development is confirmed by the empirical data

In this article, digital transformation is examined as a key driver of structural and pedagogical change in higher education. This process is shown to expand access to learning, increase flexibility, support personalized educational trajectories, and enhance data-driven decision-making. At the same time, the effectiveness of digital transformation depends on institutional readiness, the quality of technological infrastructure, and the professional competencies of teaching staff. This research of this study is to assess the influence of digital transformation on the quality of higher education. This research employs a mixed-methods approach. Quantitative data from surveys of 4971 students and 483 instructors were analyzed using descriptive statistics, analysis of variance ANOVA, and multivariable regression, while qualitative focus group findings were examined through thematic analysis. The results indicate generally positive attitudes toward digitalization. The respondents emphasized flexibility and improved conditions for independent learning as key advantages of digital environments. However, this study also identifies several challenges, including infrastructural inequality, limited digital skills, and insufficient pedagogical adaptation. The article concludes that successful digital transformation requires a comprehensive strategic vision and sustained institutional support. For universities, strengthening digital competencies, modernizing infrastructure, and implementing management models focused on continuous improvement are essential conditions for ensuring sustainable development and enhancing the quality of education.

The article is devoted to the challenge of bridging the knowledge gap on computer science in context of the Kazakhstani education. The authors discuss the main reasons of gap in knowledge on computer science at first-year students and suggest suitable teaching to solve the indicated challenge. The considered teaching is based on the principle of continuity to teaching which provide correlation between various levels of education and improving the effectiveness of teaching. The different levels of the students’ learning outcomes on computer science is considered as one of the most important cause of the investigated challenge. For this reason, the authors investigate the educational process design and the differentiated learning methodology using the Google Classroom technology aimed to the bridging knowledge gap in computer science.

The paper discusses the features of the implementation of a digital decision-making platformfor evaluating educational content as part of a stakeholder-driven digital educationalecosystem. The authors propose a methodology of business process digitalization that considersa three-stage quality evaluation of educational resources regarding their content, as intraditional textbooks, digital educational resources, e-learning content, curricula, etc. The digitaldecision-making platform (DDMP) is at the core of the examination of educational contentand resources through interactive voting by experts, which allows multi-criteria evaluation.DDMP is designed to provide experts with digitally intelligent services for expert assessmentand objective decision-making, as well as monitoring the assessment process. The developeddigital platform is integrated into any learning management system (LMS) by contributing tothe improvement of a digital educational ecosystem.

In this article, the development of in-service teachers’ digital competence is examined within an AI-supported learning environment designed to enhance professional modeling skills and the creation of interactive AR-based instructional content. The study investigates how such an environment supports teachers in developing contextual digital skills that enable not only the use of emerging technologies but also their meaningful adaptation to pedagogical goals and instructional needs. A training program involving 916 in-service teachers from Kazakhstani secondary schools was implemented, and survey data were collected to assess changes in digital competence and readiness to integrate AI and AR tools into teaching practices. The findings demonstrate high levels of interest and engagement: 96% of participants expressed readiness for further learning, 86% reported satisfaction with the course content, and 84% showed contextual maturity in applying newly acquired technologies in their instructional processes. These results highlight the potential of AI-supported professional development to strengthen teachers’ capacity to design interactive learning environments, promote equity and quality in digital education, and enhance student engagement.