Defense of the dissertation of Amantayev Yerkebulan's for the degree of Doctor of Philosophy (PhD) in the educational program «8D03106 - Political Science»
L.N. Gumilyov Eurasian National University, a dissertation defense for the degree of Doctor of Philosophy (PhD) by Amantayev Yerkebulan's on the topic «State policy of digitalization of education in Kazakhstan: current state and prospects» in the educational program «8D03106 – Political Science».
The dissertation was carried out at the «Political science» of L.N. Gumilyov Eurasian National University.
The language of defense is kazakh
Official reviewers:
Kanapyanov Timur Erbolatovich – Doctor of Philosophy (PhD), Well, «Independent Agency for Accreditation and Rating.» Specialty: «6D050200 – Political Science» (Astana, Republic of Kazakhstan).
Pussyrmanov Nurbek Serikuly – PhD, Director of the «Institute of State History» Ministry of Science and Higher Education of the Republic of Kazakhstan, Specialty «6D050200-Political Science» (Astana, Republic of Kazakhstan).
Temporary members of the Dissertation Committee:
Aikenova Dina Maratovna – PhD, Astana International University, Associate Professor of the Higher School of Social Sciences and Humanities. Specialty: «6D050200-Political Science» (Astana, Republic of Kazakhstan).
Aitymbetov Nurken Iskakovich – Doctor of Philosophy (PhD), a leading researcher at the Center for Political Studies of the Institute of Philosophy, Political Science and Religious Studies of the National Academy of Sciences of the Republic of Kazakhstan. Specialty: 6D050200 – Political Science (Almaty, Republic of Kazakhstan).
Mukhanova Gulmira Beksagatovna – PhD, Almaty Technological University, senior lecturer of the Department of Social and Humanitarian Disciplines. Specialty: «6D050200-Political Science» (Almaty, Republic of Kazakhstan).
Simtikov Zhomart Kudaibergenovich – Doctor of Political Sciences, Professor, Head of the Department of Political Science and Socio-Philosophical Disciplines of the Kazakh National Pedagogical University named after Abai. Specialty: 23.00.02 – Political institutions, ethnopolitical conflictology, national interests and political processes, and technologies (Almaty, Republic of Kazakhstan).
Scientific advisors:
Dyussembekova Maira Kussainovna – Professor of the Department of Political science of the Eurasian National University, named after L.N. Gumilyov, Candidate of Political Sciences, Specialty 23.00.02 – Political institutions, ethnopolitical conflictology, national interests and political processes, and technologies (Astana, Republic of Kazakhstan).
Abdyrakhmanov Tolobek Abylovich – Doctor of Historical Sciences, Rector of the Kyrgyz National University. I. Arabaeva, professor. (Bishkek, Kyrgyzstan).
The defense will take place on May 28, 2024, at 10:00 AM in the Dissertation Council for the training direction «8D031 – Social Sciences» in the educational program «8D03106 – Political Science» of L.N. Gumilyov Eurasian National University. The defense meeting is planned to be held offline and online.
Link: https://us06web.zoom.us/j/8114174324?pwd=dVhvaFdrUm9hRll6eTBsclhybUtvZz09
Conference ID: 811 4174 324
Access Code: DC9hpA
Address: Astana, A.Yanushkevich str., 6, 4-educational building of L.N. Gumilev ENU, auditorium 112.
Abstract (English): Relevance of the research topic. In the modern world, digitalization forms the basis of the economic, political, social and scientific well-being of society, therefore digitalization of the education sector is recognized as a strategic priority for states aimed at developing human capital and increasing competitiveness in the era of globalization. The policy of digitalization of the education system in the Republic of Kazakhstan is an urgent issue that requires careful study. The relevance of this problem has become especially evident during the COVID - 19 pandemic. The crisis in the field of education throughout the world, leaders not only in this area, but also states in general, world organizations and researchers pay special attention to the problem of digital transformation of the education system. Due to the need for social isolation in all countries of the world during a pandemic, the education system urgently switched to distance learning and demanded an early restructuring of the educational process around the world using digital technologies. Despite the fact that the issue of using digital technologies in education was raised long before the pandemic, the process of digitalization of the industry had already begun; in an emergency situation, faced with real difficulties, educational leaders who clearly saw problems in this direction had to embark on a large-scale digitalization campaign , fill the gaps, carefully study the benefits of digitalization in the field of education, its potential and development opportunities. In the strategic documents of the Republic of Kazakhstan, digitalization is recognized as an important priority for the country’s development, and the government is fully interested in implementing the program for digitalization of economic sectors and the development of human capital. The digital transformation of the education sector is a global process, so it clearly has not bypassed our country; digitalization in the Republic of Kazakhstan is defined as an important direction in the development of the education system and is enshrined in program, regulatory and even strategic documents. Head of State Kassym-Jomart Tokayev, in his Address to the people of Kazakhstan dated September 1, 2023, “The Economic Course of a Fair Kazakhstan,” named the transformation of Kazakhstan into an IT state as the most important strategic task of the country, emphasizing the successes achieved in digitalization and the need to legislate the guiding principles in the matter digitalization. The head of state noted that all the tasks set out in this message must be completed as soon as possible - within three years. Therefore, the issue of digitalization, including the field of education, becomes a priority and requires an immediate solution. One of the most important conditions for the transition to a digital economy is the formation of high-quality human capital with high competitive digital literacy. This task is mainly performed by the education sector, therefore the process of digitalization in the education sector requires strengthening control and management, support, stimulation and investment from the state. The digitalization of the education sector in accordance with modern trends, the requirements of the time and the new economy is of strategic importance. Digital transformation in any field, especially in the field of education, is a continuous process, therefore the policy of digitalization of education in Kazakhstan, along with new technologies, will not lose its relevance in the near future. Based on the above arguments and analysis of the policy of digitalization of the education sector of the Republic of Kazakhstan within the framework of the process of global digitalization and taking into account the specifics of the development of our state, we can come to the conclusion that the topic of our research is a pressing problem in the field of political science. The degree of knowledge of the problem. Systematic and insufficient study of the process of digitalization of the education sector in Kazakhstan, the lack of scientific works and research on this topic increase the relevance of our research. Since the process of digitalization of the education sector not only in our country, but throughout the world is a trend that has developed only in recent decades, it is clear that research in this direction is already underway. Especially during the global pandemic, when countries around the world had to switch to a massive distance learning system, the attention of scientists was focused on the problem of digitalization of the education sector. However, there are not yet many studies related to the digitalization of the education sector pursued by state policies in this direction. First of all, it is necessary to note the lack of consistency in science regarding the general term “digitalization”. Researchers themselves understand this name differently and use it in different meanings, since it has only just begun to be studied and has not yet been fully studied, and a database of results has not yet been accumulated. In addition, in some countries, instead of the term “digitalization,” the term “informatization” is used, which was introduced long before. The works of the founders of the concepts of informatization and digitalization, Simon Nora, Alain Mink and Nicholas Negroponte, were the first works that heralded the beginning of the era of digitalization. Various definitions of digitalization are given in the studies of Jason Bloomberg, J. Scott Brennan and Daniel Kreis, Lindsay Gebert, Jimmy Bumann and Mark Peter, Paul Michaelman, renowned experts in the field of digital technology, digitalization and digital transformation. The study by Tilen Goronshek and Andrei Konont is devoted to the issues of conceptualization of digitalization. The study of the Russian scientist Ekaterina Katrin, based on scientific approaches to the definition of the term “digitalization,” provides a single scientific definition common to the Russian Federation. An expert in the field of digital technologies and digitalization, Andrei Prokhorov, in his work, will conduct a comprehensive analysis of the digital transformation process and focus on global trends and countries’ experiences. In a study by Swedish researchers Erik Stolerman and Anna Kroon Fors, digital transformation is examined from the point of view of all aspects of society. Finnish researchers, studying the experience, concrete results formed in the scientific community and the definitions of implemented digitalization projects by Pasi Hällsten and Annamaia Paunu, give their definition of this term. Andrey Prokhorov, an expert in the field of digital technologies and digitalization, in his work conducts a comprehensive analysis of the digital transformation process, focusing on global trends and the experience of states. A study by Swedish researchers Erik Stolerman and Anna Kroon Fors examines digital transformation from the perspective of all aspects of social life. Finnish researchers Pasi Hellsten and Annamaya Paunu give their own definition of this term, based on their study of experiences, real-world results and definitions of digitalization projects. In general, in almost all the studies we reviewed, the authors note that the term “digitalization” is still not scientifically substantiated; there is no reliability regarding the use of the term due to incomplete study of the digitalization process. There are no generally accepted clear definitions regarding digitalization in the field of education. Having studied digitalization in the field of education, Gordeeva E.V. considers this process as a learning format. In the research work of I.P. Gladilin and I.G. Ermakov consider the digital transformation of the education sector in comparison with the experience of countries around the world and the Russian Federation. Author extensive scientific work on the digital transformation of the general education system A.Uvarov not only dwells in detail on the history, definition, subject and content of this process, but also presents development scenarios. O.N. Machekhina views digitalization as a tool for reforming and modernizing the education sector, noting contradictions and shortcomings in this process. The study by O. Weiberg and A. Mavroudi examines best practices in digital education. The works of a number of authors on the policy of digitalization of education in countries around the world provide an opportunity to consider the research topic in the light of global trends. In this regard, research by P. Eun, Dae Jun Huang and authors Y. Sharmana, Deok-Ho Zhang, Pilnam Ii and In-Soo Shin, L. Messenzel, E. John on studying the experience of the Republic of Korea, a leader in the field of digitalization of education, provide a useful source of information on digital transformation in education in this country. The history and current state of the implementation of information and communication technologies in the field of education in the United States of America - the predecessor of the digitalization process, which first used new technologies in the field of education, is considered in the works of G. Kentnor, J. Miller and authors, Kulpa K.M., Kochergina D.G. and Zhernov E.E., Dzhurinsky A.N. The policy of digitalization of education in European countries comes from the European Union Publishing Office J. Conrads, M. Rasmussen, N. Winters, A. Geniet and L. Langer are analyzed in a comprehensive study, and the best digital education initiatives in European countries are analyzed in a collective study by authors A Balankasta and etc. The influence of the digital era on the education system and the problems of digitalization of education are considered in the study by Gapsalamov A.R., Akhmetshina E.M., Bochkareva T.N. and Vasilyeva V.L. based on the example of several countries. L. Shram, N. Davis and A. Lund, in their study, which examines global trends and problems in the digitalization of education in the 21st century, study the opinions of experts from different countries and predict the future of this area. The topic of digitalization of the higher education sector is raised in the study of N.R. Kruglova. and Sartakov I.V., the work examines the history and development of digital education using the example of the USA and Western European countries, and raises the issue of adapting this experience to the Russian education system. Since digitalization will entail a significant transformation of the global education system and change its content, this issue is being actively studied not only by individual scientists, but also by think tanks in international organizations and associations, for example, in a special report published by the Department of Education and Development of the OECD (Organization for Economic Co-operation and Development), issues of digital literacy and digital inequality are raised. This issue of digital difference or inequality was addressed in a study by J. Valadez and R. Duran and is also considered based on the differences between different social groups in US society. The digitalization policy of Finland, a world leader in the field of education, is discussed in the study of P. Schalberg. The author points to the unique experience of this country and notes that its educational system is dominated by a humanitarian approach to a technocratic approach. Digital transformation in the education system of Germany, Hungary and Russia is considered in the research of D.O. Korolev. and Naushirvanova T.O., digitalization of education in Germany - E. Mayevskaya, plan for the digital transformation of education in the European Union - N.V. Bagretsova. Authored by researchers on the topic of digital transformation in education, the study by experts J. Weiss, Zhao Ying and authors highlights the similarities and differences between different national educational technology strategies and provides a global policy definition of digitalization in education. The authors of studies on digital transformation in education, experts J. Weiss, Zhao Ying and the authors of other studies highlight the similarities and differences between various national strategies regarding educational technologies and provide a political definition of digitalization of education from the perspective of globalization. The author of an empirical study on the policy of introducing information and communication technologies into the key educational sphere of the People's Republic of China, which is one of the world leaders in the digitalization of the education sector, Wenting Zin, based on political documents, conducted a comprehensive study of the process of digitalization of the education sector of the Chinese government from 1988 to 2021. The massive digital transformation of the economy in China and the issues of digitalization and increasing digital literacy of the population are described in a comprehensive study by M. Huaten and M. Zhaoli. The study by S. Yang and Y. Noi analyzed the content, directions and prospects of information technology policy in China's education sector based on the analysis of policy documents and practical research. Most of the published research on our dissertation topic is set in the context of a global pandemic. The attention of researchers has shifted to the impact of the COVID-19 pandemic on the education sector, which is natural. Because the pandemic has caused an unprecedented crisis in education. By studying the work of a number of authors who examined digitalization from the point of view of changes in the global education system caused by the pandemic, we found that during this period, countries around the world faced the same difficulties. Thus, professors at the Stockholm School of Economics Per Anderson and Lars-Gunnar Mattson studied how the pandemic affected the educational technology market and carefully analyzed government procurement in the education sector. Joel T. Schmidt and Ming Tan look at digitalization in education in the context of global threats, including the pandemic, and highlight its great transformative potential. Kathy Lee and Farah Lalani, in their article on the impact of global changes associated with the spread of coronavirus, conclude that the pandemic has greatly changed the field of education around the world. In a scientific work by Lucas Kohn and the authors, researchers studied the experience of Italy, Germany, Belgium and Northern Europe and believe that the pandemic has accelerated and strengthened transformation processes in education and increased the share of digital educational technologies in the educational process. Margarita Langtaller in her study considers digitalization the future of education at the global level, noting that the pandemic has revealed previously unprecedented problems in digitalization. Sir J. Daniel says online learning in higher education will continue to evolve and believes institutions are realizing the benefits of digital solutions that allow them to continue learning without interruption during the pandemic. A study by Ishamuddin Mustafa and a team of authors who conducted a bibliometric analysis of articles in the Scopus database on the effectiveness of digital technologies in education during a pandemic confirms the relevance of this issue, since this analysis contains 82 articles, and these are only those included in the Scopus database. Research by Russian authors on the issue of digitalization of education during the pandemic was also of particular importance in revealing the topic of our dissertation, since the educational system of the Russian Federation and the transformation processes in it are similar to the domestic educational system. Moreover, the Kazakh educational system has been developing for seventy years as part of the “Soviet” education system; it is characterized by the presence of common problems in the structure of the educational system, which developed in accordance with the peculiarities of the historical development of post-Soviet educational systems. Russian researcher I.L. Goncharov believes that the pandemic has become a catalyst for changes in the field of education, and names low digital literacy of the population and inequality in access to the internet as the main problems of digitalization of education. A.R. Zenkov considers digitalization as a vector for the development of the education sector and states that it cannot solve previous problems in education, but in addition, it creates new problems. Gafurov I.R. and other authors state that the Russian education system was not ready for mass distance learning during a pandemic and that the new format of education cannot yet replace traditional education. L.N. According to Danilova, during the quarantine, opponents of digital technologies became convinced of their advantages, and supporters noticed new opportunities for the development of general education. Although digitalization of the education sector in Kazakhstan began quite recently, this topic attracts the attention of many researchers. From the very beginning of the informatization process, which became the cornerstone of digitalization, the problem of using information and communication technologies in education as a pressing topic was reflected in the works of domestic scientists G. K. Nurgalieva, Zh. Saduakasova, N. Rysbekovna and other scientists. Professor Maidyrova A.B. considers the digitalization of the education sector as part of the modernization of the economy of Kazakhstan and gives a positive assessment of the digitalization of domestic educational services. According to Sarsenbieva N.F., Myrzakhmetova B.Sh. and Adylbekova E.T., digitalization in the field of education of the Republic of Kazakhstan began in 1997 with the automation of the education system and has developed dynamically since the adoption of the state program “Digital Kazakhstan” in 2017. Muldakhmetov Z.M. and Gazalieva A.M. consider digitalization as the main trend in the process of reforming the education sector in Kazakhstan and note that policies in this direction are producing effective results. The research work of D. Sapargaliev examines the main stages of the formation and development of online education in Kazakhstan; the researcher believes that information resources and technologies are effectively used in the field of Kazakh education. N. Nurmukhametov, A. Temirova, T. Bekzhanova, in their 2015 study, considered digital solutions in the field of education, in particular distance learning, as an excellent tool for increasing the level of education of the population. They predicted that by 2020, the educational system of Kazakhstan will become an integral part of the global information and educational space. In the research work of A.Zh. Amena, M.B. Gaisina and A.A. Kenzhegulova, digitalization of the education sector is considered within the framework of the “Digital Kazakhstan” state program, which names the main pros and cons. According to Abdrakhmanova A.Zh. and Alipkalieva G.B., the basis for the development of Kazakhstan’s education is made up of three main factors: the development of informatization in secondary education, automation of management of the education system and the training of IT specialists. B. Bokaev and the authors, having studied the transformation of the educational process during the Covid -19 pandemic, note that during the transition to a distance learning format, the education system of Kazakhstan faced a number of difficulties, and the main reasons for this were the poor development of the Internet infrastructure and the inability of stakeholders to build mutually beneficial relationships in training and bias in statistical and analytical information. In a study by G.H. Brauweiler and A. Yerimpasheva examine the role of digital technologies in solving the problems that arose before the domestic higher education system during the Covid-19 pandemic, where the authors note that during this period there has been a major digital breakthrough in Kazakhstan’s digital learning. Despite the lack of dissertation research concerning the policy of digitalization of the education sector in the Republic of Kazakhstan, there are studies from different years written on the topic of the development of the domestic education sector, educational policy, and modernization of the education system. Among more recent studies, one can note the study by N.A. Kurmangalieva on the topic of forming a digital pedagogical university. The chronological framework of the study covers the period from the independence of the Republic of Kazakhstan to the present day - from 1991 to 2023 , in addition, the study examines the process of informatization of education in the Kazakh SSR, which was part of the USSR. Given the importance of studying the global digitalization process, the study covers a wide time period, including modern digitalization trends that began to take shape in the middle of the 20th century. The source base for the study is the Constitution of the Republic of Kazakhstan, the Laws of the Republic of Kazakhstan “On Education”, “On Informatization”, strategic documents and programs, as well as national reports on the state of the educational system. Additionally, ministerial orders, information from the national education database, as well as reports from international organizations on the digitalization of education are studied. The study examines comprehensive analytical materials on the digitalization of education, reports from research centers and the information and analytical center under the Ministry of Education. Articles by Kazakh and foreign experts and materials from conferences on digitalization are also studied. An important source of information is available data in the media about the digitalization of education. All these sources together provide a broad overview on the topic of informatization and digitalization of the education sector in Kazakhstan. Object of research work - policy of digitalization of the education sector in the Republic of Kazakhstan. The subject of the research work is the prerequisites for digitalization of the education sector in the Republic of Kazakhstan, features of the formation, development and implementation of state policy in this direction in the light of the digital transformation of the country’s economy and global digitalization processes. The purpose of the research work is to conduct a comprehensive political science analysis of the process of digitalization of the education sector in the Republic of Kazakhstan. To achieve the goal of the research work, the following tasks were set : 1. Definition and generalization of the theoretical and methodological foundations of the policy of digitalization of the education sector. 2. Study of the best world experience in digitalization of the education system and analysis of global trends in this direction. 3. Analysis of the political and legal regulation of the process of digitalization of education in Kazakhstan, determination of the role of the state in the digitalization of the industry, the main stages of development of the digital transformation of the education system. 4. Determining the main directions of digitalization of the education system of the Republic of Kazakhstan, studying the features of the process of digitalization of the industry. 5. Identifying the main problems of digitalization of the domestic education system, providing ways to solve them, assessing the effectiveness of state policy in this direction. 6. Determination of the main factors and indicators influencing the process of digitalization of the education sector in the context of the transformation of human society and general trends in the development of the education system with the proposal and forecasting of possible scenarios for the development of digital transformation of the education sector of the Republic of Kazakhstan based on the establishment and analysis of criteria for its assessment. The theoretical and methodological basis of the study consists of such general scientific methodological principles as historical and logical dialectical unity, objectivity of consideration, specificity, comparative historical and comparative political science analysis, principles and methods of analysis of structural-functional and socio-political phenomena in political science, as well as various educational concepts about politics as a social phenomenon, about politics and conceptual and theoretical provisions about interrelation and interaction, about the role of politics in educational processes. Source base of the research. The study was based on the Law of the Republic of Kazakhstan “On Education”, the Law of the Republic of Kazakhstan “On Informatization”; National Development Plan of the Republic of Kazakhstan until 2025; annual messages of the Presidents of the Republic of Kazakhstan N. Nazarbayev and K. Tokayev to the people of Kazakhstan; state programs “Information Kazakhstan” and “Digital Kazakhstan ” , “ Technological breakthrough behind check digitalization , science And innovation "; State programs for the development of education in the Republic of Kazakhstan, development of education and science, informatization of educational institutions, reduction of information inequality, development of technical and vocational education for different years, State program for the development of information and communication technologies of the Republic of Kazakhstan; Concept of the e-learning system of the Ministry of Education and Science of the Republic of Kazakhstan, Concept of lifelong learning (continuing education), Concept of information development in the sphere of communication technologies and the digital sphere, Concept of development of education of the Republic of Kazakhstan; Decrees of the President of the Republic of Kazakhstan, resolutions of the Government of the Republic of Kazakhstan, orders of the Minister of Education, standards and regulations adopted in the field of education; national reports on the state and development of the education system of the Republic of Kazakhstan, published in different years, official statistics relating to the education system of the Republic of Kazakhstan, data from the National Traffic Safety Inspectorate. As an empirical basis for the study, an analysis of data from the Ministry of Education and Science of the Republic of Kazakhstan, the Ministry of Education of the Republic of Kazakhstan and the Ministry of Science and Higher Education of the Republic of Kazakhstan, the Committee on Statistics, government programs, concepts and projects on the research profile was carried out. In order to substantiate the research hypothesis, in-depth interviews were conducted with experts and political scientists, specialists working in the field of public and private education, information technology and digitalization of the educational system. Scientific novelty of the dissertation work 1. Based on the theoretical concepts of experts in the field of business, economics, ICT, sociology, pedagogy on digitalization, as well as strategic and program documents of the republic, a comprehensive author’s definition of the concepts “digitalization of the education sector” and “digital transformation of the education sector” was developed. 2. An analysis of the world experience of digital transformation in the field of education and global trends in digitalization was carried out; as a result of studying the experience and characteristics of countries considered world leaders in this field, a list of conditions necessary for the successful implementation of digitalization of the education system was determined. 3. As a result of a comprehensive comprehensive study of the formation and development of the policy of digitalization of the educational sector of Kazakhstan a chronology of digitalization of the domestic education system has been formed, the main stages of its development have been identified. 4. The current state of digitalization of the education system of the Republic of Kazakhstan is analyzed, the main directions, principles and features of state policy in this direction are determined. 5. Based on the study of data from the Ministry of Education and Science of the Republic of Kazakhstan, and then the Ministry of Education and Science , NBDS data, legislative and program documents related to the digitalization of the education sector, and conducting in-depth expert interviews with experts in this field, the main problems of digitalization of the education system of Kazakhstan were identified . 6. Based on a SWOT analysis, which examines the pros and cons, opportunities and risks of digitalization of the education system of Kazakhstan, the country’s prospects in this direction are considered and possible development scenarios are proposed. Basic scientific concepts proposed for defense : 1. Considering the process of digitalization of education in Kazakhstan as a qualitative and comprehensive change in the education sector in the country with the help of digital technologies and under the influence of the digital environment in the context of global digital transformation, the policy of digitalization of the education sector of the Republic of Kazakhstan is aimed at improving the quality of the education sector of government bodies for the purpose of development human capital as part of the digital transformation of the country's economy, improving the quality of education in state-regulating digitalization processes in the non-state education market of joint-stock companies is a set of measures to stimulate and ensure the safe passage of digital transformations. 2. Currently, along with developed countries, developing countries themselves are adopting political government programs, plans and developing special legislative documents relating to digitalization or informatization. This process is gaining new momentum, especially after the global pandemic, and more and more states are beginning to pay special attention to digital technologies in education, which were previously not so in demand or were not given due attention. In some countries this process began early, and in some countries informatization and digitalization of the education system are already underway. The results, achievements and shortcomings of this process depend on a number of factors. 3. The history of the formation and development of the policy of digitalization of the education sector in the Republic of Kazakhstan can be divided into three main stages: Stage I: 1991-2017 - initial stage. At this stage, the state has begun the process of informatization in the field of education, adopted the first legislative and program documents in this direction, created an information infrastructure and an information management system for the education system, developed the first methods and techniques of distance learning, and formed a strategic, platform and program basis for the use of information technologies in to improve the education system. Stage II: 2017-2020 - this stage, which began with the adoption of the state program “Digital Kazakhstan”, is characterized by targeted and comprehensive improvement of the education system with adaptation to the need for strategic priorities of the state - the creation of a digital economy and the development of human capital. Stage III: from 2020 to the present - this stage, which began with an emergency transition of the education system to distance learning due to the need for social isolation during a global pandemic, is characterized by intensive and massive digitalization of the education sector. 4. The policy of digitalization of the education sector in the Republic of Kazakhstan provides positive results in all directions, covering all levels of education, as well as types of public services related to education, a systemic information database and management in education. The digital transformation of the education sector is carried out with the help of modern technologies, keeping up with global trends. The digitalization process received a special impetus in Kazakhstan during the transition to a distance learning format during the Covid-19 pandemic and has developed significantly based on the measures taken previously and the ready-made digital infrastructure. As a result of a systematic approach to the implementation of the state digitalization policy, which comprehensively covers the field of education, uniform development of the industry and continuity between levels of education are ensured. The policy of digitalization of the education sector of the Republic of Kazakhstan as a whole ensures transparency of the system, fairness, equal accessibility of educational services, quality of education and, consequently, the formation of high-quality human capital necessary for the digital economy. 5. There are a number of problems in the digitalization of the education sector in Kazakhstan, the reason for which is not only the ineffectiveness of the state digitalization policy. Digitalization on a global scale is a continuous, dynamic and rapidly developing, increasingly complex process, so the main problem in this direction is to keep up with global development trends and quickly adapt to changes. The main problems of digitalization of the domestic education sector have been identified and have become relevant during the global pandemic. These problems have become common not only for Kazakhstan, but also for education systems around the world. The pandemic has accelerated the digital transformation of the education sector, giving it powerful impetus. The main problems identified during the transition of the Kazakhstan education system to distance learning in an emergency situation: the difference in access to the Internet between the city and the village, information inequality, digital inequality between students by income level, poor quality of Internet connection, technical failures in the operation of learning platforms, problems associated with the quality and quantity of educational content, problems associated with online learning, digital lack of a regulatory framework and state standards and rules for distance learning regulating the use of technology, insufficient digital literacy of teachers and students. Most of these issues are now being resolved by the government, but issues that require significant investments and complex changes still require a lot of time to be resolved. 6. The main factors contributing to the digitalization of the education system of the Republic of Kazakhstan include: the economic and social situation in the country, the political and geopolitical situation, global trends in the labor market and in the field of education, the development of digital technologies, the human resources potential of the industry, changes in the domestic education market, demographic, environmental, cultural factors. Since the education sector will be closely connected with other sectors of the social system, all these factors will influence the digitalization process. In addition, the factor of acceptance of this process by the parties involved in the process of digitalization of the education sector is of particular importance. The main indicators of the process of digital transformation in education: access to the Internet, provision of educational organizations with digital devices, digital literacy, digital educational content, human resources, development of the EdTech market, investments, reduction of the digital divide and digital management, these indicators mainly indicate that The process of digitalization of the education system of Kazakhstan is gaining good momentum and is focused on all directions, showing that it is being carried out. Considering the current state and sustainable development of the education sector, internal factors of the industry as a whole can serve as the basis for an optimistic development scenario. However, one should not lose sight of the possible negative or positive influence of factors beyond the industry, even beyond the state. The policy of digitalization of the education sector is being implemented in Kazakhstan on a systematic basis. Mechanisms for planning, organization, regulation, control, legislative support, and government funding are fully provided for. The digitalization policy has received public support and is expressed in the form of private investments and initiatives. Kazakhstan has the opportunity to become a digital leader in the field of education not only in Central Asia, but also at the global level, provided that appropriate measures are taken by the state, state programs and plans are consistently and effectively implemented, without deviating from the intended strategic goals, preventing external and internal threats. At the same time, given that the process of digitalization and digital transformation is becoming continuous, maintaining consistency in this direction and the ability to adapt to external conditions that are constantly changing should become the main principle of the digitalization policy in the education sector. The theoretical and practical significance of the dissertation research is determined by the relevance of the topic, the combination of scientific, theoretical and applied aspects of the research work. The theoretical significance of the study lies in the fact that it is the first work in domestic political science in which a deep systemic political science analysis of the digitalization policy in the education sector was carried out. Theoretical conclusions and conclusions in the research work can be used by managers and specialists in the field of education, politicians and experts in the field of digitalization as expert and practical material. The practical significance of the research work is due to the possibility of using its results in making optimal decisions to further improve the policy of digitalization of the education sector of the Republic of Kazakhstan and determining the directions and priorities of future development. The dissertation research materials can be used as a special course in the training of specialists in the field of pedagogy and political science, public administration, or as an aid to general disciplines. Criticism and approval of research results The main ideas, results and conclusions of the research work were reflected in 6 scientific works, including: in the article “State policy of sustainable digitalization of Kazakhstan education in the experience of transformation during the pandemic period”, published in the Italian international scientific journal “Rivista di studi sulla sostenibilita”, included in the Scopus database. In addition, 5 scientific articles on the research topic were published in the materials of international conferences and publications in Kazakhstan, which: 1. Digital technologies and their impact on the educational policy of the state // “Kogam zhane Dauir” Gylymi-Saraptamalyk magazines. – 2022. – No. 1(73). – B. 52-62. 2. Digital education as a factor in the competitiveness of the state // Russia and Europe: the connection between culture and economy: materials of the 28th international scientific and practical conference (Prague, 2020 – pp. 113-118). 3. Assessment of the state policy of the Republic of Kazakhstan in the field of digitalization of education and the impact of the pandemic on the process of digital transformation of the country’s educational sector // Proceedings of the 1st International Scientific Conference “Interdisciplinary Science Studies” (Dublin, 2023. – R. 132-135). 4. In Kazakhstan, we take salasyndagi digital transformation and tazhiribesin taldau // L.N. Gumilyov atyndagy EҰU Khabarshysy. Sayasi Gylymdar, Aimaktan, Shygystan, Turkitan series. – 2022. – No. 2(139). – B. 7-17. 5. Pandemic kesіndegі Kazakstannyn bіlіm take salasyn digital transformation laudagi memlekettik sayasat // Қоғам зәне Дәуір. – 2022. – No. 3(75). – B. 81-92. On the topic of research work, the author has accumulated significant experience in the digitalization of the public and private sectors of education: “Daryn. online" at the initial stage of the formation of the educational platform, he took an active part in the development of the project and worked in the EdTech field as the owner of a regional franchise in the city of Shymkent. Initiator and developer of the mobile application “Munarat” for preschool educational institutions, kindergarten students and parents, for preparation for passing the test, education and educational programs, entrance exams to Nazarbayev Intellectual schools and lyceums of education and innovation, to improve student performance “Uonline.kz” online -platforms; The first Kazakh producer of modern content for teenagers and children, the project gained experience in digitalization of the education sector as the founder of the Ordagen company, which developed the OrdaGen mobile application. In order to study foreign experience in digitalization of the education sector, in January 2022, I completed a scientific internship at the Elliot School of International Affairs at the University of Washington, USA, got acquainted with the bibliographic collection of the university library on the research topic, studied the progress of digitalization of the US education system and the best projects in this direction. Dissertation structure The structure of the dissertation consists of an introduction, three sections, a final section, a list of references and an appendix.