TEACHERS’ EXPERIENCE with ADAPTIVE LEARNING in GIFTED EDUCATION: A QUALITATIVE CASE STUDY in SCHOOLS for GIFTED STUDENTS in KAZAKHSTAN

Abstract

Adaptive learning personalizes instructions to each student’s unique learning needs. Adaptive learning has shown a positive impact on students’ achievement in developed countries like China and the USA (Wang et al, 2020). However, research on these models is scarce, particularly on Kazakhstani teachers' experiences. Insufficient research has been conducted on the design and implementation of adaptive learning technologies in Kazakhstan. To address this gap, this qualitative multiple case study was conducted to explore the experiences and perspectives of Kazakhstani teachers who participated in a pilot of adaptive learning technology in gifted education.