Non-formal learning practices among students in Kazakhstan: Perceptions, challenges, and opportunities

Tulebike Kulgildinova (), Araily Sarsembayeva (), Darya Surova (), Gulsum Ayapbergenova () and Saniya Nurgaliyeva ()

International Journal of Innovative Research and Scientific Studies, 2025, vol. 8, issue 2, 3026-3036

Abstract: Kazakhstani university practices benefit from the adaptability and mobility of non-formal education in the face of continuous changes in the global educational landscape. The potential of non-formal education offers opportunities to improve students' professional and universal competencies in a variety of training formats. The study aims to investigate students' perceptions, engagement, and challenges regarding non-formal learning. The study involved 422 students from D. Serikbayev East Kazakhstan Technical University. There were two phases of the research methodology. The first section was carried out as a theoretical study. The second phase comprised a quantitatively based field study. Questionnaire surveys are the field research method. The findings demonstrate that there are trends in the growth of non-formal education, as well as the paradoxes and both explicit and latent functions. The relationship between their academic achievement and skill development and non-formal learning techniques in students is critical. The study's findings show that students' academic performance and skill development are enhanced by non-formal learning. The findings are consistent with the article's research objectives. From a practical perspective, universities can use these findings to develop strategies that facilitate informal learning. Institutions can create a learning environment that encourages lifelong knowledge acquisition by incorporating online learning resources, supporting time management skills, and stimulating intrinsic motivation.

Keywords: Barriers to learning; learning strategies; motivation in learning; non-formal learning; student engagement. (search for similar items in EconPapers)
Date: 2025
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