IJIET 2025 Vol.15(11): 2552-2560
doi: 10.18178/ijiet.2025.15.11.2451
doi: 10.18178/ijiet.2025.15.11.2451
Assessing Teacher Trainees’ Readiness for Integrating Educational Resources: Confidence, Skills, and Barriers
Dina Khabiyeva1, Aziya Zhumabayeva1, Inkar Khassanova2, Gulzhan Yergaliyeva2,
Marat Azhgaliyev3, Aliya Kazetova2，and Aliya Kuralbayeva4,*
1. Department of Primary Education, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
2. Department of Preschool and Primary education, M. Utemisov West Kazakhstan University, Uralsk, Kazakhstan
3. Department of Philology and Teaching Methods, University of Innovation and Technology of West Kazakhstan, Uralsk, Kazakhstan
4. Faculty of Social and Humanitarian sciences, Khoja Akhmet Yassawi International Kazakh-Turkish University, Turkistan, Kazakhstan
Email: sanianurgalieva77@gmail.com (D.K.); aziya_e@mail.ru (A.Z.); Khassanova.inkar@mail.ru (I.K.); e77ask@yandex.ru (G.Y.); marat_ajigaliev@mail.ru (M.A.); sanianur@mail.ru (A.K.); Kural234Al@mail.ru (A.K.)
*Corresponding author
2. Department of Preschool and Primary education, M. Utemisov West Kazakhstan University, Uralsk, Kazakhstan
3. Department of Philology and Teaching Methods, University of Innovation and Technology of West Kazakhstan, Uralsk, Kazakhstan
4. Faculty of Social and Humanitarian sciences, Khoja Akhmet Yassawi International Kazakh-Turkish University, Turkistan, Kazakhstan
Email: sanianurgalieva77@gmail.com (D.K.); aziya_e@mail.ru (A.Z.); Khassanova.inkar@mail.ru (I.K.); e77ask@yandex.ru (G.Y.); marat_ajigaliev@mail.ru (M.A.); sanianur@mail.ru (A.K.); Kural234Al@mail.ru (A.K.)
*Corresponding author
Manuscript received May 21, 2025; revised June 20, 2025; accepted July 25, 2025; published November 19, 2025
Abstract—This study explores the current preparedness of primary pre-service teachers in Kazakhstan to utilize educational resources in their teaching practices. Using a quantitative survey design, data are collected from a sample of 200 participants selected through convenience sampling. The survey instrument is developed based on validated questionnaires and pilot-tested to ensure clarity and reliability. It examines access to educational resources during teacher education programs, experiences during practicum, confidence in using materials, and barriers to effective use. Findings reveal that access to diverse teaching resources varies, with many pre-service teachers most frequently using printed textbooks and digital tools during practicum. Confidence in using both printed and digital educational resources is generally moderate, with some reporting challenges in adapting materials to students’ learning needs and in searching for online resources. Key barriers include limited internet access, insufficient training, and lack of mentor support. Based on these findings, the study recommends enhancing university training programs to provide more comprehensive preparation and support, with particular attention to overcoming infrastructural and instructional challenges. These efforts aim to improve teacher readiness and contribute to raising the quality of primary education in Kazakhstan and other Central Asian countries.
Keywords—confidence, educational resources, skills, teacher training, teacher preparedness, primary education
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—confidence, educational resources, skills, teacher training, teacher preparedness, primary education
Cite: Dina Khabiyeva, Aziya Zhumabayeva, Inkar Khassanova, Gulzhan Yergaliyeva, Marat Azhgaliyev, Aliya Kazetova, and Aliya Kuralbayeva, "Assessing Teacher Trainees’ Readiness for Integrating Educational Resources: Confidence, Skills, and Barriers," International Journal of Information and Education Technology, vol. 15, no. 11, pp. 2552-2560, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).