**2. Material and research methods**

national and world education. The most observable phenomenon is now the Internetization of society and the penetration of digital technologies into learning. The modern generation of schoolboys is known by the name digital, socially digital [1], and generation Z [2]. Knowledge is the transition from acquiring knowledge through reading, from the teacher's monolog to

Digital technologies change our way of life, ways of communication, way of thinking, feelings, channels of influence on other people, social skills, and social behavior. As Myamesheva states, "the high-tech environment - computers, smart phones, video games, Internet search

The theoretical changes in didactics and pedagogy lie behind the most obvious tendency. Pedagogy in the domestic science was redefined from the "science of upbringing, teaching and learning" to the "science of upbringing and education." The subject of the twentieth century pedagogy was "upbringing" [4] (in Kazakh—tarbie, in Russian—vospitanie, in Deutsch— Bildung). Tagunova et al. writes: "Upbringing in the broad pedagogical sense is a purposeful influence of the society to prepare the younger generation for life. Upbringing in the narrow pedagogical sense is a purposeful influence on the development of specific personal qualities…" [5]. The subject of the twenty-first century pedagogy—the category "education" has expanded the scope of meaning and understanding. Competence and personal-oriented

Here is how the post-Soviet tendencies of reforming education in the studies of Silova, Yakavets are generalized. There are some commonalities between countries in terms of the "post-socialist education reform package" [6–8], "a set of policy reforms symbolizing the adoption of Western educational values and including such 'travelling policies' as studentcentred learning, the introduction of curriculum standards, decentralization of educational finance and governance, privatisation of higher education, standardisation of student assessment, and liberalisation of textbook publishing" [7-8]. This interpretation coincides with the assessment of the Russian researcher Romanenchuk "in the 2004 concept of the development of education 'westernization' of education (the transfer of the Western model of education to Kazakhstan soil) is embodied in full" [9]. On the one hand, one can agree with such assessments, and on the other hand, it is necessary to take into account the powerful tendency of the revival of Kazakh schools and the ethno-pedagogical foundations of education. Kazakhstani scientist Akhmetova defines the six reasons for modernizing education somewhat different: the quality of education, globalization and internationalization, politicization and the creation of a knowledge society, new teaching technologies, marketing and financing [10]. Kazakhstan is a young independent state that turned 25 years old. Therefore, the reforms of Kazakhstani education in the early twenty-first century were aimed at building a national education system as an attribute of independence. At present, Kazakhstan occupies leading positions on the

In this chapter, we consider four areas: (1) the expansion of the subject of pedagogy, (2) environmental approach to teaching, (3) the digital generation and the changes taking place, and

The purpose of the chapter is to summarize the current changes in didactics for the use of

(4) innovation in teaching. These changes lead to the renewal of teaching methods.

innovative teaching methods and study the understanding of changes by teachers.

visual perception, or discussion in the classroom.

4 New Pedagogical Challenges in the 21st Century - Contributions of Research in Education

engines - reshape the human brain" [3].

approaches have been introduced.

dynamics of educational reforms in the post-Soviet space.

The sources of research were the works of Kazakhstani, Russian and foreign scholars on didactics, textbooks on Pedagogy of the twentieth century, UNESCO recommendations on the development of teaching strategies.

On the one hand, the section overviews, and on the other hand, the results of a practical study on the use of innovative teaching methods by teachers, and understanding of their strengths and weaknesses are presented.

Changes in didactics in the twenty-first century have been studied in the following areas, which lead to the active use of innovative teaching methods:


Therefore, in the first part of the chapter, the analytical and system approaches were used, and the theoretical changes of modern pedagogy were generalized. Another question is, how much do teachers take a positive attitude to innovation, accept them, and improve their skills? To answer this question, a questionnaire was compiled, and a survey was conducted among teachers who had been trained in the Republican Institute for Advanced Training of Teachers and Educators. The selection of respondents was carried out by random sampling. The survey was conducted in May–June 2016. The survey was conducted jointly with Esenova. The following questions were asked in the questionnaire:

(R1) Do teachers use innovative teaching methods?

(R2) What, in the opinion of teachers, are the advantages of innovative teaching methods, what are their shortcomings?

(R3) Why, for what purpose do teachers use innovative teaching methods?

(R4) Did the teachers learn how to use ITM? How did they learn (options: through qualification improvement courses with state payment, independently or at their own expense)?

(R5) According to teachers what is the parity of applying traditional and innovative teaching methods? Has the teacher formed a meaningful structure for updating teaching methods-an innovative culture of the teacher?

The results of the survey help to understand: first, how dynamic is the improvement of teachers' pedagogical skills and mastering of innovations in teaching. Second, is the upgrade process systemic? And are the conditions created for this by the state? Or do the teachers update the pedagogical skills of the ITM independently?
