Abstract
Despite the growing integration of digital technologies and AI tools into education, course books remain a dominant instructional resource, raising concerns about their relevance, adaptability and pedagogical value. The purpose of the study is to identify key challenges teachers encounter in selecting appropriate EFL course books and to determine the most effective criteria for their evaluation in the Kazakhstani educational context. The research employs a mixed-methods approach, combining quantitative and qualitative data collected through a structured online survey administered to 33 English language teachers from schools, colleges and universities. The analysis focuses on teachers’ perceptions, preferences and practical experiences in course book selection. The findings reveal that while teachers value course books for their structured content, skill coverage and time-saving benefits, they express significant concern about the lack of cultural adaptation, limited engagement, and insufficient flexibility of materials to meet diverse educational needs. The study identified level and age appropriateness, relevance of content, authenticity and clarity of design as the most influential criteria in course book evaluation. Additionally, external constraints such as cost and availability were found to affect teachers’ selection decisions. The results underscore the need for a more context-specific approach to course book evaluation and adaptation in Kazakhstan. The study demonstrates that the reliance on standardized materials alone may not adequately address the linguistic, cultural and pedagogical needs of learners. Based on the findings, a well-defined, context-specific evaluation criteria can support educators in making informed decisions, ultimately enhancing the quality of EFL teaching, particularly among novice educators who have not gained enough experience in selecting and adapting teaching materials.