Transformation of professional development programs for teachers in the contextof digitalization, globalization and inclusive education

Abstract

The article is devoted to researching the professional development needs of university and college teachers in the context of digitalization, globalization, and the expansion of inclusive  practices. The aim of the study is to determine the theoretical and methodological foundations for the formation of innovative activities among teachers and to assess the role of the professional development system. The tasks included analyzing international and Kazakhstani approaches, identifying factors influencing program selection, and empirically assessing satisfaction with their content and formats. Based on a survey of 143 teachers from Kazakhstani educational institutions, the priority components of professional development programs and differences in their perception depending on work experience and academic position were identified. Regardless of experience, modules on teaching methodology, digital technologies, innovation, and dual education are highly valued. Beginning teachers show less interest in axiological and humanitarian aspects, while experienced teachers focus on strategic and research components. Statistical analysis (t-tests, ANOVA) showed relative uniformity in basic needs despite structural differences between professional groups. The results confirm the need for modular and adaptive programs that combine digital, inclusive, and value-based components, which will enable the development of innovative potential and professional identity among teachers, as well as the modernization of the professional development system in the context of global transformations.