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Item Open Access Peer Assessment as a Collaborative Learning Tool in EFL Secondary Classes(SDU University, 2025) Aisarova A.Peer assessment is a collaborative learning tool which can be used to promote an active learning environment. It has been described as an effective, learner-centered, and democratic technique which can be practiced in various educational settings. The purpose of the current research was to describe EFL teachers’ and students’ attitudes towards peer assessment activities in secondary education. This study utilized a qualitative approach to obtain in-depth reflections and experiences of participants. Face-to-face interviews were employed as a data collection tool. Non-probability purposive sampling strategy was used to collect data from participants. Qualitative data was analyzed by inductive thematic analysis and included direct quotations of the respondents. The findings indicate positive attitudes towards peer assessment by both study groups and demonstrate the wide use of this technique in secondary education. As a result of the interviews, six main themes in each study group were revealed. The respondents reported such barriers of peer assessment as subjectivity in grading, lack of prior instruction and expertise, adverse relationships between peers, and student passiveness. Therefore, the participants suggested providing clear rubrics and explanation, moderate implementation of peer assessment in a classroom, and using formative peer feedback to eliminate potential bias.Item Open Access Digital Competence of Secondary School EFL Teachers: Perceptions, Challenges, and Practices(SDU University, 2026) Bekaidar N.Against the backdrop of a national declaration of 2026 as the “Year of Digitalization and Artificial Intelligence” Kazakhstan is carrying out a large-scale reform of its educational system. As for secondary school English as a Foreign Language (EFL) teachers, this change entails a transition from basic Information and Communication Technology (ICT) literacy to advanced, pedagogy-oriented digital competence. The qualitative study examined perceptions, practices and systemic challenges of six EFL teachers in different urban, private and rural settings in Almaty region. This study uses semi-structured interviews and theme analysis to explore how instructors deal with the new “teacher - artificial intelligence (AI) - student” relationship. The research reveals a clear divide in self-efficacy, with many instructors feeling overwhelmed by the pace of change in technology and constant infrastructure problems, while younger teachers in well-resourced workplaces report high levels of confidence and active tool use. Concerns included the rural-urban digital divide, severe time constraints, and lack of on-site pedagogical Information Technology (IT) support, similar to those in the first- and second-order obstacles literature (Ertmer, 1999). The study concludes that for sustainable development of digital competence we should move from the generic ICT training to contextual, practice-based, ‘cyberpedagogy’ models and formation of formal PLCs to encourage peer support and reduce professional isolation. The study recommendations clearly show that success in the national digitalisation policies requires a balance between the provision of hardware and pedagogical support.