This study examines the psychological impact of teacher-centered and student-centered approaches to pedagogy on student satisfaction in Kazakhstani universities. As educational systems worldwide continue to evolve, understanding the psychological effects of different teaching styles on student satisfaction is critical. Teacher- centered approaches, which focus on the transfer of knowledge from the teacher, and student- centered approaches, where the emphasis is on the active participation of students in the educational process, have different effects on students' psychological perceptions and satisfaction with their learning. The paper provides a comparative analysis of these methods based on student surveys at several universities in Kazakhstan. The results of the study demonstrate how different pedagogical approaches influence psychologically the level of students' satisfaction, their academic performance and readiness for independent learning. The findings may be useful for teachers and administrators of higher education institutions seeking to improve the quality of education and increase student engagement through a psychologically informed pedagogical framework.

OMIRKHAN A.M.

master's student, Astana IT University, Astana, Kazakhstan,

E-mail: 242860@astanait.edu.kz, https://orcid.org/0009-0000-9343-0752

KOSPAKOV A.M.

PhD candidate in Sociology, Professor, Astana IT University, Astana, Kazakhstan.

E-mail: aituar.kospakov@astanait.edu.kz, https://orcid.org/0000-0002-2938-3792

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