Abstract

This paper examines Flagman Online, a Kazakhstani digital school, a case of how distance education can transform education in conditions of uncertainty and rapid changes. Distance education is regarded as a temporary and technical approach to education. However, the study demonstrates that distant education can serve as a full-fledged education along with offline education and not only imparts knowledge but also engages students within the social contexts of the school, community, and global society.

Flagman Online was established for students who are citizens of Kazakhstan residing abroad, fostering their link to their homeland and roots while teaching the Kazakh language and culture. These students, in turn, become ambassadors for Kazakhstan and represent Kazakhstan globally through sports and other fields.

The study presents the findings of surveys conducted among students and their parents, focusing on remote education experiences over the past two years. The survey reveals students' perspectives regarding distance education, teaching quality, assessment and feedback, mentorship, career counselling, and psychological assistance. Special emphasis is placed on student satisfaction, support, and sense of belonging, especially their feelings of inclusion within the school community.

This study used a case study design with a mixed-methods approach. It combined a descriptive analysis of answers from a closed-ended questionnaire with a thematic analysis of open-ended responses, and also included focus group interviews with students and parents.

The research indicates, using Flagman Online as an example, that distance education in modern Kazakhstan can address several important issues. These include providing consistent, high-quality education and development for schools in remote areas, allowing students studying abroad to access the national curriculum, and helping students focus on sport and other fields continue their training and prepare for competitions.