Жарияланымдар / Публикации

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Students’ Views on the Use of Technology in Geography Course
(kassel university press, 2020-12-11)
Nurbol Ussenov
;
Kairat ZHOYA
;
Bakhadurkhan Sh. Abdimanapov
;
Marat Mamadiyarov
;
Tleubergenova Kenjekey
Use of technology in education enables students to be motivated and eager to participate in the lesson and is also a more effective tool in increasing motivation, encouraging students to the lesson and understanding the sub-ject. The aim of this study is to determine the views of secondary school students on the use of technology in geography lessons. Qualitative re-search method was used in this study. Semi-structured interviews were car-ried out with 32 students who took geography lessons in Kazakhstan dur-ing the 2018-2019 academic year. The semi-structured interview form de-veloped within the scope of this research was used as a data collection tool. Results of the study showed that secondary school students found tech-nology effective and funny to use in geography lessons. Projections, com-puters, tablets and smart phones were specified by the students as useful technological tools for teaching geography. Results of the study were dis-cussed with relevant literature and important implications for further re-search and practices were presented.
Цитирования (OpenAlex) 5Цитирования (OpenCitations) 3
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Evaluation of students' views on teaching the subject of migration through distance education in Kazakhstan geography course
(Science Park Research Organization and Counselling LTD, 2022-01-31)
Nurbol Ussenov
;
Laiskhanov Shakhislam
;
Kulyash Duisenbaevna KAIMULDINOVA
;
Bakhadurkhan Sh. Abdimanapov
;
Karbayeva Sholpan
The aim of this study is to determine the important and methodological aspect of examining the population migration patterns of distance education and university students' geography course. 420 university students who continue their education in Kazakhstan participated in the research in the spring term of 2020-2021. Scanning method was used in the research. In the research, a measurement tool called the general opinion measurement tool for the geography lesson, which was developed by the researchers and collected by taking expert opinion in the field of geography, was used. In the research, a 4-week online seminar was organized to increase the views of university students about the geography lesson, and training was given over Microsoft Teams, the interview form was collected with electronic forms after the seminar. The collected data were analyzed using spss program. According to the results of the study, it was concluded that university students' inclination to geography course is higher than male students, university students are familiar with the system for 1-3 years, their inclination to distance education systems is high and population migration patterns are learned well with this system. Keywords: University Student, Distance Education, Geography ,Lesson, Kazakhstan;
Цитирования (OpenAlex) 6Цитирования (OpenCitations) 5
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Evaluating the Effectiveness of Sustainable Development Goals Integration into the Future Geography Teachers' Education
(2025-11-29)
Nurzhanat Shakirova
;
Bakhadurkhan Sh. Abdimanapov
;
Aizhan Bazilova
;
Karlygash Muzdybayeva
;
Sagyngali Kalkashev
This study evaluated the effectiveness of implementing training materials and SDG activities for future geography teachers. The experimental discipline "Climate Change and its Consequences" was developed and implemented. The sample of participants in this study consisted of 121 3rd and 4th-year students with experience in teaching practice. The renting method checks the methodology's effectiveness according to the "Knowledge in the Field of Sustainable Development Goals" questionnaire before and after introducing the discipline. During one semester, the participants completed the course, and they were also provided with SDG-oriented webinars on the topic "Geographical Analysis of the Sustainable Development Goals" and events (Brain-ring and Olympiad). When studying the literacy rate according to the SDGs, 121 respondents showed an average increase in results by an average of 13.6% with a p-value of 0.049 (p<0.05). The results obtained indicate the effectiveness of this practice. This represents essential information for education and sustainable development.
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Developing interdisciplinary and meta-subject competencies in school geography: a systematic review of digital and mobile learning approaches
(Frontiers Media, 2026-09-30)
A. M. Sarsebayeva
;
N. (Nurbol) Usenov
;
Bakhadurkhan Sh. Abdimanapov
;
Mukhamedrakhim Kursabayev
;
Kulash Mamirova
The integration of digital and mobile learning approaches into school geography has become an important direction of pedagogical innovation in recent years, however, how these approaches systematically develop interdisciplinary and meta-subject competencies remains insufficiently theorized and empirically developed. Although individual studies have demonstrated the pedagogical potential of geospatial technologies, mobile augmented reality, immersive virtual environments, and artificial intelligence-based platforms, no previous review has conducted a comprehensive, systematic analysis of this body of evidence, linking it to the cross-curricular and meta-subject competency frameworks that are central to the reform agenda for national and international curricula. The proposed study fills this gap through a systematic review conducted according to PRISMA 2020 requirements: Ninety-one peer-reviewed studies published between 2020 and 2025 were included, selected from the Scopus database, and the level of agreement among the experts was confirmed with a κ = 0.79. The results of the analysis showed that GIS-based research, mobile augmented reality, and AI-supported learning tools make a measurable contribution to competencies such as spatial thinking, metacognitive regulation, systemic reasoning, and critical argumentation. These competencies are central both in international geography curricula and in post-Soviet interdisciplinary concepts. However, a persistent “policy–competency gap” was identified: curricular ambitions for high-level interdisciplinary teaching are often undermined by structural constraints, an insufficient pedagogical scaffolding, and the lack of validated assessment tools. Theoretical frameworks for digital competence development, such as Falloon's Teacher Digital Competency model and Chiu and colleagues’ needs-supporting institutional model, are not sufficiently applied in the context of geography. Based on this synthesis, a conceptual model is proposed that systematizes the conditions for the targeted integration of digital and mobile learning approaches in school geography with the aim of developing interdisciplinary and transdisciplinary competencies, along with priority directions for future empirical research and curriculum design.

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