The article explores the issue of integrating the Four Modes of Adaptive Teaching (4MAT)
method into the teaching of biology in secondary schools of the Republic of Kazakhstan. The study is
based on an analysis of biology teachers‘ perspectives on the applicability of this method, which is
widely used in international educational practice. During the research process, teachers were
introduced to the theoretical foundations, structure, and stages of the 4MAT learning cycle, and their
opinions were subsequently used to assess the pedagogical potential of the method.
The aim of the study is to determine the relevance and feasibility of implementing the 4MAT
method in biology education from teachers‘ perspectives, as well as to identify its potential impact on
the development of students‘ critical thinking, learning motivation, and cognitive engagement. To
achieve this aim, a combination of theoretical and empirical research methods was employed, including
analysis of scientific literature, a teacher survey, comparative analysis, and statistical data processing.
The results indicate a low initial level of teachers‘ awareness of the 4MAT method; however,
after familiarization, the majority of respondents recognized its practical value, alignment with
modern educational requirements, and adaptability to the conditions of the Kazakhstani school
system. The findings confirm the перспективiveness of integrating the 4MAT method into biology
teaching and highlight the need for further research in this area