Nazym Ainakul

The ways of education development are changing, which is largely determined by the introduction of digital technologies and the desire to improve the efficiency of management of educational processes at universities. Therefore, this study aimed to identify the challenges and opportunities in universities related to the use of digital technologies (social media tools, digital online platforms, digital learning platforms) in higher education institutions in Kazakhstan. A sample included respondents (N = 69) from 16 educational institutions in Kazakhstan that combined teaching (conducting training courses or working with students) and administrative management (management or planning of the educational process). The data were obtained using an offline questionnaire and processed using SWOT methodology. Representatives from 16 public and private universities responded to the questionnaire: the rector (2%) and two vice-rectors (3%), deans of faculties (23%), directors, and heads of various departments of universities (71%) were interviewed (managers are engaged in teaching). As a result, six thematic outcomes demonstrated the opportunities for technology application in education: enhancing management quality, motivation, access to electronic resources and materials, transparency and objectivity in grading, the possibility of implementing distance learning, and simplification of routine tasks. It is also noteworthy to mention five thematic outcomes as challenges, which encompassed issues with security, technical errors, reduced communication, dependency, and complexities in grading.

Acknowledgments
The study was carried out within the framework of grant funding by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan “Modernization of the system of distribution relations and reduction of income inequality of the population of the Republic of Kazakhstan” BR21882165.

Gender disparities affect employment, education, social interactions, and managerial roles. Therefore, this study aimed to conduct a complex analysis of differences based on representation in managerial positions, wage levels, educational opportunities, and soft skills. The analysis combines both qualitative and quantitative data. Quantitative data were collected from 2009 to 2022 from the Bureau of National Statistics of the Republic of Kazakhstan, the National Bank, and the World Bank. Qualitative data were obtained through surveys of 652 respondents filtered based on their correct understanding of the soft skills concept. Further, the Index for Stereotypes in Women’s Employment (ISWE) was developed by identifying key indicators and gathering relevant data, followed by assigning weight coefficients based on their significance and ultimately combining these weighted impacts to compute the total index. The most significant impact on gender disparities was shown by the assessment of soft skills, contributing 13.1115, highlighting the need for their recognition in the labor market. Educational opportunities had a significant impact, contributing 2.1945, emphasizing equal opportunities for women and men. Differences in wages contributed to 1.394, indicating the pay gap. The low representation of women in managerial positions in state financial institutions (including second-tier banks) contributed 0.685, while barriers for women in managerial positions in state holdings across various sectors contributed 1.485. The findings offer actionable insights for policymakers and stakeholders committed to promoting gender equity.

Acknowledgments
This study has been funded by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan Grant No. BR18574240.