Pedagogical Design for Integrating Formal and Non-Formal Learning: Insights from a TLS-Based CPD Model in a Resource-Constrained Context

Few studies have examined how formal and non-formal learning contexts can be systematically combined within teacher professional development, particularly in low- and middle-income country (LMIC) settings where non-formal education remains underdeveloped. This study addresses this gap by presenting the development and implementation of a Teacher–Lesson–School (TLS)-Based Personalized Teacher Professional Development model (PTPD-model) aimed at enhancing teachers’ functional and digital literacy as a prerequisite for fostering similar competencies among students. The novelty of the model lies in integrating formal subject-based instruction with non-formal school education (clubs, workshops, and project formats), positioning teachers not only as participants in formal Continuing Professional Development (CPD) courses but also as active agents of non-formal learning. The model draws upon international research frameworks, including the Programme for the International Assessment of Adult Competencies (PIAAC), the Teaching and Learning International Survey (TALIS), the Programme for International Student Assessment (PISA), the TLS approach, and the framework of Teacher Professional Development for Sustainable Development Goals (TPD for SDG). The study was conducted in 2023–2025 using a mixed, longitudinal, quasi-experimental design and a purposive sample (n= 80 teachers from 16 rural schools in Kazakhstan). A triangulated evaluation approach combined self-assessment and expert-based observations. The TLS-based PTPD model was implemented as a modular program with elements of coaching, personalization, and school-based projects. The findings demonstrate significant improvements in teachers’ digital and instructional competencies, lesson quality, and school-level engagement. This study provides one of the first systematic examinations of such integration in Central Asia, offering insights relevant to regional reforms, global education policy, and the achievement of Sustainable Development Goal 4.7 (SDG 4.7).

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