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Bulletin WKU
(2025-04-14)
Мамирова К.Н.
Digital technologies play a crucial role in modernizing the educational process. This article examines the use of mobile applications in geography education and their impact on students' knowledge levels, motivation, and engagement. The study demonstrates that tools such as Google Earth, StudyGe, Quizizz, Kahoot, and Quizlet contribute not only to better learning outcomes but also to the development of practical skills, including spatial thinking and data analysis. The article highlights the importance of a balanced approach to digitalization in education and provides recommendations for the effective integration of digital technologies into the learning process.
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Features of the development of research competence in future special education teachers
(Frontiers Media, 2025-08-29)
Gulnur Yerzhanova
;
Akbota Autayeva
;
Bagdat Mazhinov
;
Mira Iralina
;
Sabira Nishanbayeva
Introduction Developing research competence is essential for future special education teachers to effectively analyze educational practices, conduct pedagogical research, and innovate teaching strategies for children with special educational needs. This study aimed to examine methods for enhancing research skills among students in special education programs at universities in Kazakhstan. Methods A quasi-experimental research was conducted at two Kazakh universities: Abai Kazakh National Pedagogical University (Almaty) and I. Zhansugurov Zhetysu University (Taldykorgan). The study involved 122 third-and fourth-year students specializing in special education, who were randomly divided into an experimental group (n = 62) and a control group (n = 60). The experimental group participated in an elective course titled “Research Competencies in Special Education” and activities organized by the “Young Scientists Club.” Data collection employed a combination of quantitative and qualitative methods, including pedagogical experiments, surveys, standardized tests, and expert assessments. Statistical analyses were conducted using SPSS software with Student’s t-test to assess differences between groups. Results The experimental group exhibited statistically significant improvements (p < 0.01) compared to the control group in their ability to identify research questions, select appropriate methodologies, analyze data, and apply scientific approaches to practical tasks. Post-intervention assessments indicated that research skills in the experimental group improved markedly (average scores increased from 57.41 to 82.37%). Additionally, students reported higher motivation and confidence in using research methods. Discussion The results confirm that integrating targeted educational interventions, combining theoretical coursework and practical research experiences, effectively enhances research competence in future special education teachers. The elective course and participation in the academic club created conditions conducive to active learning and independent research practice. These findings support broader adoption of structured research-based curricula within special education teacher training programs to cultivate critical thinking and evidence-based pedagogical skills.
Цитирования (OpenAlex) 2Цитирования (OpenCitations) 1
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Development of Research Skills in Educational Continuity: An In-Depth Review of Pedagogical Effectiveness, Student Results, and Strategic Reforms in Kazakhstan
(2026-06-15)
D. E. Kuatbayeva
;
Gulshakhan Alimbekova
;
L.A. Lebedeva
;
Aliya Akzholova
;
Bitibayeva Zhazira
The development of research competence is a critical mandate for modern teacher education, yet a significant gap persists between theoretical preparation and practical application. This study investigates the formation of research culture among future and practicing teachers in the Republic of Kazakhstan, aiming to identify key components of research competence (motivational, cognitive, operational), diagnose structural barriers, and propose a model for integrating research activities into Initial Teacher Education (ITE). Employing a descriptive mixed-methods design, the study analyzed data from 55 participants, including secondary school teachers and senior pedagogical students in Almaty. Data were collected via a structured questionnaire assessing research attitudes and skill deficits, followed by semi-structured in-depth interviews and task-based assessments to evaluate operational proficiency. Results indicate a bifurcation in skill formation: 47% of respondents reported developing research skills primarily during university coursework, whereas only 30% attributed their development to school practice, highlighting a disconnect in the practicum experience. The primary barriers identified were “inability to process collected data” (a cognitive-methodological deficit), “difficulties with academic literature,” and “lack of time” (a structural barrier). While participants demonstrated high intrinsic interest in research (motivational component), this was frequently undermined by low methodological self-efficacy and insufficient institutional mentorship. The study confirms a “theory-practice gap” in which university-based theoretical training fails to translate effectively into school settings. To address this, a structural model is proposed that integrates specific data-analysis modules and systematic mentoring into the teaching practicum, ensuring that future teachers possess both the motivation and the operational capacity for professional inquiry.

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