The rapid development of technology sets its own rules for adults and children. For younger schoolchildren, acquiring digital skills from primary school will give them the confidence to apply them correctly in school, at university, and in their lives. Schools should be interested in providing the necessary conditions to develop children’s digital skills. Teachers can equip them with the basic skills needed to live successfully in the digital age by teaching them digital literacy skills. They can help children develop their digital skills and move consciously in the digital environment. The development of digital literacy in primary school students and the role of information and communication technologies (ICT) teachers in this development are considered relevant and timely in the article. The study examines the vision and experiences of Kazakhstani primary school computer science teachers in developing students’ digital skills in informatics classes. The article discusses research methods such as questionnaires, interviewing ICT teachers, observation, and participation in computer science lessons to better understand the actual situation in primary schools in the Republic of Kazakhstan. The study’s results will be helpful for schools and are suggested for improving computer science curricula.

The rapid development of technology sets its own rules not only for adults but also for children. At the same time, the former need to develop digital skills to improve their competitiveness in the labour market or to continue working in the changing conditions of global digitalization; for elementary schoolchildren, acquiring such skills from elementary school will give them the confidence to apply correctly in middle and high school, and at university. The development of digital literacy in elementary school students is considered relevant and timely in the article. Schools should be interested in providing the necessary conditions to develop children's digital skills. Teachers can equip them with the basic skills needed to live successfully in the digital age by teaching them digital literacy skills. They can help children move consciously in the digital environment. This article examines the vision and experiences of elementary school computer science teachers in developing students' digital skills in informatics classes. The article discusses research methods such as questionnaires, interviewing information and communication technologies (ICT) teachers, observation and participation in computer science lessons, and qualitative analysis of teachers' responses. The study's results will be helpful for schools and are suggested for improving computer science curricula.

This article creates and validates a Stakeholder Interaction Evaluation Model (SIEM) to evaluate and enhance stakeholder engagement during Agile transformation in a public-sector IT organization. The JSC “National Information Technologies” (NIT), the national operator of Kazakhstan’s e-government infrastructure, is the subject of the empirical case. To conform to the legal and procedural requirements of the public sector, the study presents a context-specific hybrid project management model that combines Agile methodologies with conventional plan-driven components. The study, which was based on a mixed-methods research design, used a two-phase data collection process: a pre-implementation baseline that includes surveys, stakeholder interviews, and documentary analysis, and a post-implementation phase that includes modified surveys, Jira process metrics, and retrospective analyses. Stakeholder groups were divided into three tiers according to operational proximity and strategic influence. The study employs predictive analytics to engagement-related data in addition to qualitative insights. A multiple linear regression model is introduced to forecast the effectiveness of stakeholder engagement based on metrics like sprint success rates, feedback responsiveness, and communication quality. According to the analysis, the hybrid approach enhanced project delivery consistency, role clarity, and communication effectiveness. The predictive model also detects early indicators of declining engagement, such as delayed feedback or reduced sprint completion, enabling proactive adaptation of the stakeholder strategy. The applied value of the study for Kazakhstan lies in the fact that the engagement dataset, the survey and interview instruments, the Jira metric set and the calibrated regression baseline were collected at NIT, the operator that delivers e-government projects for all state bodies, and can therefore be reused as reference values and a monitoring toolkit in similar digital projects of state bodies and quasi-public IT operators. In highly regulated IT environments, the research offers a useful, flexible framework for managing stakeholder dynamics and advancing effective digital transformation projects in the public sector.

Public-sector organisations must often commit to AI adoption decisions before longitudinal performance data are available to inform them. This study introduces and preliminarily demonstrates a Delphi–PERT–Monte Carlo framework for probabilistic KPI estimation in public-sector AI projects, applied to Kazakhstan’s e-government environment. A three-round modified Delphi study was conducted with 20 domain experts (competence threshold K ≥ 0.70). The Technology–Organisation–Environment framework structured elicitation across three AI scenarios (S0: no AI; S1: partial automation; S2: advanced AI) and four KPIs: timeline, cost, risk detection, and process transparency. Categorical percentage-band responses were translated into PERT distributions via a documented band-to-midpoint mapping rule and simulated through 10,000 Monte Carlo iterations. All outputs reflect structured expert belief, not observed performance data. Under S2, timeline effects were directionally ambiguous (P50 = −0.5%; bootstrap 95% CI: [−5.0%, +13.5%]); cost was consistently positive (P50 = +13.7%), reflecting near-term implementation cost increases expected by 55% of panelists. Risk detection (P50 = +5.8%; CI: [+3.7%, +12.8%]) and transparency (P50 = +8.2%; CI: [+2.5%, +8.8%]) showed modest but stable positive effects. Round 3 returned 80% consensus acceptance. The framework provides a replicable, sensitivity-tested procedure for generating probabilistic planning inputs in expert-data-scarce contexts; the Kazakhstan case is its first Central Asian application.

Amid rising technological and institutional complexity, public administration increasingly confronts the limitations of traditional bureaucratic mechanisms for project delivery. Lengthy approval cycles, fragmented accountability, and weak interagency coordination reduce the state’s capacity to respond promptly to socio-economic challenges and implement innovative solutions. In this context, accelerated models of managing government initiatives-focused on achieving measurable outcomes within compressed timeframes-are of growing scholarly and practical interest. This study substantiates the feasibility and conditions for adapting the government acceleration model “100 Days Challenge,” implemented in the United Arab Emirates, to the public administration system of the Republic of Kazakhstan. The methodological basis comprises qualitative case analysis, comparative examination of international government accelerator practices, and analysis of the pilot application of the 100-day methodology in Kazakhstan in 2024. The article demonstrates that acceleration mechanisms can substantially shorten the implementation time of cross-agency projects, increase controllability and transparency, and create conditions for institutional learning in the public sector. It is argued that direct transplantation of the UAE model into Kazakhstan is not feasible due to differences in project management maturity and institutional environment. As a scientific contribution, the paper proposes an adaptation framework-Kazakh 100-Day Challenge (K-100)-that combines a centralized political mandate, temporary autonomous acceleration structures, and formalized transparency and documentation protocols. The findings expand understanding of governance innovation transfer mechanisms in transitional administrative systems and may inform the design of national tools for accelerating public reforms. Keywords: project management; public administration; acceleration; innovation; rapid innovation model; government accelerators; digital maturity