Post-Pandemic Teaching Practices and Professional Identity: Adaptations of Kazakhstani University Instructors

Askat Tleuov

SAGE Open, 2025, vol. 15, issue 3, 21582440251378831

Abstract: This study examines how the COVID-19 pandemic influenced university educators in Kazakhstan, focusing on post-pandemic teaching practices and professional identities. Interviews with ten instructors from five institutions revealed persistent use of digital tools, reimagined assessment practices, and increased teaching flexibility. Significant advancements in online instructional design and efforts to balance humanizing pedagogy with digitalization were observed. The pandemic catalyzed professional development, enhancing educators’ digital literacy and pedagogical strategies. Instructors reported a shift toward more empathetic, student-centered practices and rethought their professional identities. The study highlights the need to integrate pandemic-developed practices into long-term educational strategies and has implications for teacher education and professional development. It emphasizes the importance of comprehensive training programs fostering digital competencies, adaptability, and inclusive teaching approaches, while stressing the need for ongoing support for educators in navigating evolving roles.

Keywords: COVID-19; emergency remote teaching; higher education; post-pandemic teaching; digitalization; teacher professional identity (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:15:y:2025:i:3:p:21582440251378831

DOI: 10.1177/21582440251378831

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