Research Summary: Project-based learning technologies and the professional preparation of special education teachers in Kazakhstan

A study conducted at Uzbekali Zhanibekov South Kazakhstan Pedagogical University investigated the contribution of project-based learning (PBL) technologies to the professional preparation of future special education teachers in Kazakhstan. Utilizing a quantitative-supported qualitative research design, the study involved 76 undergraduate students and 11 professors. Findings indicate that both students and faculty perceive project-based learning as a valuable concept in this educational context.

Why it matters

This research highlights an educational approach for developing professional competencies in specialized fields, particularly in teacher training. Understanding the efficacy of project-based learning can inform curriculum development and pedagogical strategies to ensure graduates are well-prepared for their roles. This directly impacts the quality of specialized services provided within a society.

Key insights

• The study focused on the role of project-based learning technologies in preparing special education teachers.
• Participants included 76 undergraduate students and 11 professors from a specific university department in Kazakhstan.
• A quantitative-supported qualitative research design was employed, using surveys with descriptive and open-ended questions.
• Both students and professors conceptualized project-based learning positively regarding professional preparation.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1935048