Жарияланымдар / Публикации

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Developing the Future Primary School Teachers Intellectual Skills in Kazakhstan
(Osmangazi University, 2021-06-25)
PhD student Abai KazNPU, Almaty, Kazakhstan
;
Л.А. Искакова
;
Amina Amirova
;
Prof., KazNPU named after Abai, Almaty, Kazakhstan
;
Meirgul Ospanbekova
The article is devoted to the development of intellectual skills of future primary school teachers in Kazakhstan.The main purpose of this study was to determine the impact of special education on the intellectual level of students, including creative, reproductive and critical thinking skills.Students of the Department of pedagogy attended the study and methods of primary education of the Abai Kazakhstan National Pedagogical University.The principle of experimental research used in the study.The data collected through the survey analyzed using the method of quantitative analysis.Descriptive statistics and Mann-Whitney and Wilcoxon evaluation criteria obtained.The results showed that special training for the development of students' intelligence has a positive effect on the experimental group.In the experimental groups, the level of heuristic, creative, reproductive and critical thinking skills increased after 8 weeks of special training, while the results in the control groups with traditional training showed that the dynamics of the above skills were weaker than in the experimental groups.
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DEVELOPING FUNCTIONAL LITERACY OF PRIMARY SCHOOL STUDENTS BASED ON INTELLECTUAL AND CREATIVE SPEECH SKILLS
(Kazakh National Pedagogical University, 2024-12-01)
Raissa Izmagambetova
;
Nazgul Kozhamkulova
;
Meirgul Ospanbekova
;
G.H. AKHMETOVA
;
S.M. NURBEKOVA
In the current education system, students’ functional literacy holds significant importance. It can serve as a tool for developing competencies and activating students’ cognitive activities. The development of a student’s knowledge and competencies is closely linked within a unified learning-cognitive process. One of the aspects of this interconnection is the emphasis in school education on forming students’ functional literacy as a tool for self-development, in accordance with their interests and abilities. The methodological basis of the research is formed by contemporary school education concepts, the main principles of school pedagogy, the theory of developing communicative skills in teaching, the theory of developing students’ functional literacy, and the scientific foundations of communicative education technologies. The sources of the research included state documents on the development of education in Kazakhstan and abroad, scientific works of domestic and foreign scholars on the issue under study, periodicals from Kazakhstan and other countries, materials from scientific-practical conferences, educational programs, and teaching and methodological manuals. During the research, we examined the student’s learning process and the formation of students’ functional literacy within a unified educational-cognitive process. One aspect of this interconnection is the scientific approach in the educational process, where teaching functions as a tool for understanding the surrounding world and as a tool for self-development in accordance with the student’s interests and abilities.
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The impact of artificial intelligence on cognitive skill development in future professionals
(Institute of Advanced Science Extension (IASE), 2026-07-01)
Raissa Izmagambetova
;
Elena Agranovich
;
А.Р. Боранбаева
;
Talasbek Aiman
;
Akilbayeva Gulnar
This study aims to examine how the use of Generative AI affects the development of cognitive skills among future professionals in the multilingual and multicultural education system of Kazakhstan. To achieve this, a combination of quantitative survey data and qualitative insights from semi-structured interviews was used. The research sample consisted of 148 fourth-year students from Kazakh- and Russian-language communities. Quantitative data were analyzed using descriptive statistics and the non-parametric Kruskal–Wallis H test to evaluate differences in perceptions. The findings show that participants mainly viewed AI as a supportive cognitive resource that helped them engage in the learning process and personalize their learning experience. The highest scores were observed in the Cognitive and Motivational Drivers dimension, while the Self-Directed Learning dimension suggests that students approached AI-assisted learning with some caution. The results indicate the presence of a blended learning model in which students integrate modern technologies into their education while continuing to rely on traditional learning approaches. No statistically significant differences were found between the two language groups, indicating similar attitudes toward AI. However, the findings cannot be generalized because of the specific context and the limited scope of the study.
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The Impact of Artificial Intelligence on Cognitive Skills Development in Future Teachers
(Kazakh National Pedagogical University, 2026-07-01)
Raissa K. Karsybayeva
;
Raissa Izmagambetova
;
Meirgul Ospanbekova
;
Д.Р. Жарикбаева
The study investigates the impact of Artificial Intelligence (AI), particularly ChatGPT, on the development of cognitive skills in future specialists. It explores how AI integration into higher education can enhance critical thinking, problem-solving abilities, and personalized learning while addressing ethical concerns such as academic integrity, technological dependence, and data privacy. Methodology and Methods. A mixed-methods approach was applied, combining qualitative and quantitative techniques. Data were collected from 148 third- and fourth-year students of the "Teaching and Primary Education Methodology" program through surveys, questionnaires, and semi-structured interviews. Statistical analyses, including t-tests and ANOVA, were employed to examine the effects of ChatGPT on students’ cognitive activity, learning engagement, and perception of AI in education. Results. Findings indicate that ChatGPT significantly enhances students’ analytical and problem-solving skills, promotes deeper comprehension of content, and increases engagement and motivation. A majority of students reported that AI enables personalized learning pathways, while a minority emphasized its role in monitoring academic progress. Identified challenges include ethical considerations, limited technical support, and data privacy concerns. Nevertheless, AI tools were generally perceived as beneficial for cognitive skill development and active learning. Scientific novelty. The study demonstrates that AI, when ethically integrated, fosters cognitive growth and critical thinking in future specialists. Practical significance. The results provide evidence-based recommendations for using AI in education, emphasizing responsible implementation to enhance learning quality, motivation, and individualized educational trajectories.

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