Facilitating inclusive teaching and learning spaces through digital education technology: A case of postgraduate students and faculty in Kazakhstan

As more universities move towards a distance mode of teaching and learning there are increasing opportunities to enroll students from a greater diversity of backgrounds. Often students have commitments that include family responsibilities and/or professional career engagements which make it difficult to physically attend classes. As a result there has been a greater reliance upon digital technologies to bridge the gap and provide access for those students who are unable to physically attend classes on a fulltime basis. This has meant an increase in the digitization of teaching and learning spaces through the use of different technologies. The ‘blended teaching and learning approach’ is becoming indispensable as an educative teaching and learning alternative in addressing issues of equity and inclusion. This chapter accounts for how digital technologies have been instrumental in supporting learning for postgraduate students in a Kazakhstani university school context. We present a qualitative account of research framed around Bourdieu’s notion of habitus, where data was collected through unstructured interviews with purposefully selected faculty members and postgraduate students in one of the blended teaching and learning courses.