Илғор иқтисодиёт ва педагогик технологиялар Volume 3 Issue 3 (2026) · pp. 579-587
INSTRUCTIONAL QUALITY AND DIGITAL READING ACHIEVEMENT: EVIDENCE FROM POST-SOVIET TRANSITION ECONOMIES USING PISA 2022
Khadjieva, Indira, Хаджиева, Индира, Xadjieva, Indira
Abstract
This study examines the relationship between students' perceptions of instructional quality and their digital reading performance across seven post-Soviet countries using PISA 2022 data (N = 56,477 students; 2,495 schools). Drawing on Klieme et al.'s instructional quality framework—encompassing instructional approaches, classroom management, and supportive climate—three-level hierarchical linear models (HLM) were estimated. Results indicate that perceived instructional adaptation (β = 0.109), teacher-directed instruction (β = 0.076), digital skills teaching practices (β = 0.230), and stimulation of reading engagement (β = 0.123) were significantly and positively associated with digital reading outcomes. A favorable disciplinary climate (β = 0.031), teacher interest (β = 0.073), and teacher support (β = 0.054) also contributed positively. Conversely, reading skill exercises (β = −0.051) and extended instructional time (β = −0.054) showed small negative associations. School-level variance explained a large share of outcome variability (f² = 44.77%), underscoring the institutional role in shaping digital literacy. The findings extend instructional quality research to transitional education systems and provide actionable implications for pedagogy and education policy in post-Soviet contexts
instructional qualitydigital reading literacyPISA 2022hierarchical linear modelingpost-Soviet educationsecondary educationкачество преподаванияцифровая грамотность чтенияPISA 2022иерархическое линейное моделирование
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