DIFFICULTIES OF EDUCATION IN SMALL RURAL SCHOOLS CONSIDERING ECONOMIC CONDITIONS

Abstract

This article deals with modern teaching tactics within the mixed-age learning at Kazakhstan small rural schools (SRS). The article examines the experience of developed countries and includes a thorough review of various teaching philosophies and methodologies in order to look into the efficacy of mixed-age learning in educational settings with tight resources in different economic conditions. Different approaches of mixed-age learning, such as task-based learning, differentiation and individualization, group composition, peer-supported learning and assessment were also highlighted in given article. The authors stress the value of accommodating mixed-age student groups, providing supporting supervision, and establishing conducive learning environments. The adaptability of cross-age teaching techniques in SRS to other types of heterogeneity, such diversity or inclusion classrooms, is also covered in the article. Cross-age didactics provides a framework for discussing how teachers modify and personalize instruction. Drawing from a range of age-appropriate teaching styles and methodologies, the study offers an updated theory of adaptive learning and teacher development in SRS. It places a strong emphasis on the adaptable application of general concepts in a range of instructional settings and presents viable strategies for teacher preparation and successful pedagogy in SRS and related socio-economic contexts.