Work-integrated curriculum transformation and autopedagogical competence in prospective teachers

Abstract

Despite substantial investments in higher education, many Kazakhstani graduates face challenges in securing employment due to a lack of essential job-related competencies. The predominant discipline-based learning approach in Kazakhstani universities often fails to cultivate autopedagogical competence—a critical skill for applying knowledge in real-world contexts and solving practical problems. This study aims to examine the impact of work-integrated curriculum (WIC) transformation on the development of student autopedagogical competence (SAC). A non-experimental quantitative research design was employed, utilizing survey techniques to collect data from a sample of 180 students in Kazakhstan. The sample was determined through random stratified sampling to ensure representativeness. Data analysis was conducted using structural equation modeling (SEM) to identify relationships between dependent (autopedagogical competence), independent (WIC transformation), and moderating variables. The findings reveal that curriculum transformation has a significant and positive impact on the development of autopedagogical competencies. Students exposed to work-integrated learning (WIL) demonstrate stronger self-directed learning capabilities, enhancing their readiness for workforce integration and lifelong professional development. These insights highlight the necessity of innovative curriculum strategies to bridge the gap between academic learning and practical skill acquisition, offering valuable guidance for educators seeking to improve vocational education outcomes. © 2025, Institute of Advanced Engineering and Science. All rights reserved.

Keywords

Author Keywords

Teaching strategies transformation Autopedagogical competence Exploration of practice Prospective teachers Work-integrated curriculum

Index Keywords

Author Affiliations

Department of Primary Education, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan

Department of Theory and Methods of Teaching the Kazakh Language, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan

Department of Primary Education, Fergana State University, Fergana, Uzbekistan

Funding & Acknowledgements

Ministry of Education and Science of the Republic of Kazakhstan

Grant: AP19678345

Aiym Tynyskhanova is a senior teacher of the department \u201CPrimary Education\u201D, Faculty of Pedagogy and Psychology, Abai Kazakh National Pedagogical University. In 2018, she has received a master\u2019s degree in Pedagogical Sciences at the Zhetysu University named at I. Zhansugurov on the specialty 6M010600 \u2013 \u201CMusic Education\u201D. The leader of the English time project on a financial grant from a joint project of the International Bank for Reconstruction and Development and the Ministry of Education and Science of the Republic of Kazakhstan. Within the framework of grant funding from the Ministry of Education and Science of the Republic of Kazakhstan, currently she is a member of the AP19678345 \u201CDevelopment of creative abilities of future primary school teachers through research competencies\u201D project. She can be contacted at email: a.tynyskhanova@abaiuniversity.edu.kz.

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Work-integrated curriculum transformation and autopedagogical competence in prospective teachers

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