This study explores the impact of coaching technologies on developing global competencies in higher education students in Kazakhstan. Using a mixed-methods approach, 300 students were divided into an experimental group (EG), which participated in a coaching program, and a control group (CG) with a traditional curriculum. Post-intervention surveys showed the EG had higher mean scores, indicating a more positive attitude towards global competencies. Correlation analysis revealed positive relationships between understanding competencies, readiness to use coaching methods, and perceived benefits. The findings demonstrate that coaching technologies effectively enhance global competencies and suggest areas for future research.
Nuradinova et al. (2026) studied this question.