At the turn of the new millennia, the development of education has entered a new phase. Observing the evolutionary progress of the education system in human civilization, it becomes clear that today education has shifted from a purely theoretical level to a practical and applied orientation, with a focus on learner-centered approaches becoming predominant. In this context, the doctrine of “Living Knowledge” proposed by the National Teacher Akhmet Baitursynuly at the beginning of the last century has gained special significance. This is because the transition of “Living Knowledge” into “Useful Knowledge” in Baitursynuly’s doctrine, and the functional interrelation between “Method Knowledge” and “Meaning Knowledge”, align closely with the current educational paradigm’s emphasis on the applicability of knowledge and its contribution to improving the quality of human life. In connection with this, the concept of "Living Knowledge" offers a distinctive model for analyzing the modern opportunities for enhancing the educational process from both linguodidactic and methodological-pragmatic perspectives. This article analyzes the opportunities for improving the current educational process through the methodological-pragmatic and linguodidactic aspects of Akhmet Baitursynuly's “Living Knowledge” theory. Additionally, by systematically examining Baitursynuly’s conceptual frameworks, the paper explores effective ways to enhance the educational process today, highlights the significance of the “Living Knowledge” concept in linguodidactics, and discusses ways to strengthen the practical orientation of teaching. Key Words:
Living Knowledge, Akhmet Baitursynuly, linguodidactics, educational reform, methodological pragmatics, method knowledge, meaning knowledge, useful knowledge