Abstract

This paper investigates how digital learning and awareness of the Programme for International Student Assessment (PISA) can help urban and rural secondary school teachers improve their reading instruction. The study also examines the similarities and differences in the development of reading literacy through digital learning practices between rural and urban educational contexts.

The study was conducted using a mixed-methods approach. The data were collected using both quantitative (questionnaire) and qualitative methods (classroom observations and reflective discussions with teachers), and the study involved 117 teachers from rural and urban secondary schools in Kazakhstan.The results of the study revealed a significant gap between the theoretical knowledge provided in teacher education programs and the practical challenges faced in the classroom. This gap is particularly evident in participation in international assessment studies such as the Programme for International Student Assessment (PISA) and in the use digital learning. It was found that many teachers have limited skills in effectively using digital platforms and in analyzing PISA data to improve reading instruction. This highlights the need for specialized professional training in this area.

The study findings show that digital learning environments have a significant impact on the development of reading literacy through the use of interactive tasks, the development of critical thinking and increased active participation of students. In addition, raising teachers’ awareness of the PISA reading literacy competencies will help align classroom teaching practices with international standards.

The research makes recommendations aimed at linking theory and practice in teacher education systems. In particular, it highlights the importance of preparation for large-scale international assessment studies such as the Programme for International Student Assessment (PISA) and the need to strengthen targeted professional development programs aimed at developing teachers’ digital pedagogical skills.

The findings contribute to the scientific on improving reading literacy indicators and supporting teachers’ adaptation to digital and assessment-based educational environments.