by Shyngys Nurlanov, Marfuga Absatova, Darkhan Bilyalov, Sholpan Kolumbayeva,
Zakira Bakirova
ABSTRACT
Honors education provides academically gifted students with specialized coursework aimed at fostering critical thinking, leadership, and professional development. This study examines student perceptions of specialized honors courses at Abai Kazakh National Pedagogical University, focusing on their perceived value, challenges, and suggestions for improvement. A qualitative research design was employed, utilizing semistructured interviews with 11 students from the inaugural 2022 cohort who had completed three specialized honors courses: Teacher Leadership, Innovative Teaching Methods, and Digital Skills for Teachers. Thematic analysis was conducted to identify key themes related to student experiences and recommendations. Students reported significant academic and professional benefits, including knowledge expansion, leadership development, and career preparedness. However, challenges such as scheduling conflicts, insufficient networking opportunities, and a lack of structured mentorship were identified. Participants suggested improving curriculum integration, expanding career guidance, increasing networking activities, and incorporating more practical learning opportunities to enhance the honors experience. The findings highlight the need for continuous refinement of honors programs to better align with student needs and career aspirations. Strengthening mentorship structures, increasing interdisciplinary opportunities, and improving logistical support can enhance the effectiveness of honors education. These insights contribute to ongoing discussions on improving specialized academic programs for high-achieving students. While based on a small, qualitative sample, the study offers rich, in-depth insights into student experiences. Future research could extend these findings by engaging broader student cohorts and incorporating quantitative approaches.
