INVESTIGATING THE IMPACT OF TEACHERS’ ATTITUDES TOWARDS TECHNOLOGY ON THE ADOPTION OF BLENDED LEARNING IN NORTHERN KAZAKHSTAN’S SECONDARY SCHOOLS

Abstract

This study investigates the impact of secondary school teachers’ attitudes towards technology on the adoption of blended learning in Northern Kazakhstan, guided by the main research question: “What are the attitudes of secondary school teachers in Kazakhstan towards the use of technology in education?”. I used a qualitative research design, and it was informed by the Technology Acceptance Model and Social Cognitive Theory. I conducted in-depth interviews with ten teachers, selected through stratified sampling from various subjects and experience levels. The thematic analysis revealed a clear connection between teachers’ positive attitudes towards technology and the adoption of blended learning. The participants recognized technology’s potential to enhance student engagement in education but highlighted challenges such as technical difficulties and unequal access to technology. Moreover, the resistance towards technology integration demonstrated by some participants was rooted in a preference for traditional methods and concerns over technology’s impact and further compounded by a significant gap in professional development. The combination resulted in the hesitancy in adopting blended learning approaches. The findings also suggest that participants who view technology positively are more likely to support and adopt blended learning approaches. This indicates that positive attitudes towards technology can significantly enhance the integration of blended learning methods. These attitudes were influenced by factors such as prior technology experiences, training, and peer support. Overall, the findings call for the urgent need for targeted professional development and infrastructure improvements to address these barriers and enhance digital literacy among teachers, facilitating more effective blended learning environments.