Abstract:
This study explores the development and impact of digital literacy skills among
teachers at Astana International School, Kazakhstan, and examines how these
skills influence the teaching of Computer Science and Design to middle school
students. Employing a mixed-methods approach, the research combined
quantitative assessments of students’ proficiency with qualitative evaluations of
teacher and student experiences, involving 71 teachers and 382 students from
grades 7 to 10. The findings indicate that students taught by digitally literate
teachers demonstrated significant improvements in designing and utilizing
virtual reality tools, mobile applications, and other digital resources, with teachers
facilitating more interactive and engaging learning environments that enhanced
students’ technical skills and creative capacities. This research contributes new
insights into the dynamics of digital literacy in education, emphasizing the critical
role of teacher training in digital tools for enhancing educational practices
and uniquely demonstrating how systematic application of digital literacy can
transform educational outcomes, supporting the integration of technology in
teaching, aligned with the needs and competencies of Generation Z students.
