Жарияланымдар / Публикации

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    Тип записи:Публикация,
    Formation of financial literacy of primary school students based on digital content
    (2025-01-01)
    R.K. Izmagambetova
    ;
    Д.Р. Жарикбаева
    ;
    Baikulova Aigerim Meirkhanovna
    ;
    E.N. Aitzhanova
    The article explores the formation of financial literacy among primary school students through digital content, emphasizing its importance in addressing global socio-economic challenges such as debt dependency and low economic awareness. The authors argue that early financial education forms the foundation of responsible economic culture and civic maturity. The study draws upon Kazakhstan’s national policies (“Concept for Improving Financial Literacy 2020–2025,” “Concept for Digital Transformation 2023–2029”) and international recommendations from the OECD. Using surveys, pedagogical analysis, and comparative methods, the research involved 172 primary school teachers in the Kostanay region. Results revealed a lack of digital learning materials and specific educational programs for financial literacy development. In response, the authors designed an elective university course titled “Formation of Financial Literacy of Primary School Students,” incorporating digital textbooks, teacher guides, and multimedia assignments. The article highlights three structural components of financial literacy: Cognitive – knowledge of financial principles; Activity-based – practical skills in budgeting, saving, and spending; Value-motivational – responsibility, independence, and ethical behavior. The research concludes that digital educational content — including interactive games, videos, AR storybooks, and online platforms — significantly enhances students’ engagement and financial competence. The study’s novelty lies in the creation of a theoretically grounded, methodologically coherent digital model for financial literacy formation in primary education, promoting the integration of digital pedagogy and financial education for sustainable learning outcomes.
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    The Effects of Integrating Digital Tools into University Physical Education in Enhancing Student Engagement
    (2025-10-01)
    Nurzhan Temirbay
    ;
    Aychurok Kaldybaeva
    ;
    Baikulova Aigerim Meirkhanovna
    ;
    Zhambyl Beknazarov
    ;
    Nurlan Beknurmanov
    The integration of digital technologies into physical education has emerged as a promising approach to enhancing student engagement and promoting long-term physical activity habits. This study investigates the effectiveness of using fitness tracking applications in a university-level physical education setting. The primary objective was to assess whether incorporating autonomy-supportive digital tools could improve students' attitudes toward physical education and sustain their physical activity beyond the classroom. An experimental design was implemented involving two groups: an experimental group that engaged in self-monitored physical activity using mobile applications, and a control group that followed a traditional instructor-led program without digital integration. Data collection included pre- and post-intervention surveys assessing motivation and attitudes, as well as app-based step count logs. Results revealed that the experimental group showed significantly greater improvements in both motivational indices and weekly activity levels compared to the control group. Furthermore, 72% of students in the experimental group continued using the fitness applications during a four-week follow-up period, in contrast to only 39% in the control group. These findings highlight the critical role of self-determination theory in designing digital interventions that support autonomy and competence. The study contributes to the growing field of digital pedagogy by demonstrating the practical value of fitness apps in formal educational contexts. It suggests that strategically implemented digital tools not only improve immediate learning outcomes but also foster sustainable behavioral changes in physical activity. This research offers a scalable and low-cost model for enhancing physical education through personalization, real-time feedback, and autonomous goal-setting, thus bridging the gap between classroom instruction and lifelong fitness behavior.
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    Тип записи:Публикация,
    The Role of Digital Didactics in the Development of the Linguistic Personality in Primary School
    (Kazakh National Pedagogical University, 2026-07-01)
    MAHABBAT BAIMENOVA
    ;
    Beibitkul S. Karimova
    ;
    G.S. Mailybayeva
    ;
    Aigul Iskakova
    The article considers the role of digital didactics in the formation of the language personality of primary school students. In the context of the digital transformation of education, scientific analysis of the possibilities of digital storytelling, gamification, interactive platforms, and multimodal learning resources for the development of students’ vocabulary, communicative activity, and basic language skills is relevant. Methodology and methods. The study was conducted in the format of a theoretical and analytical literature review. The Scopus, Web of Science, and Google Scholar databases were used to select scientific publications. The study used comparative analysis, descriptive analysis, and content systematization methods. Results. The analysis showed that the impact of digital didactics on the language development of primary school students is manifested in several areas: increasing motivation to read, expanding vocabulary, improving pronunciation, listening, reading, and writing, personalizing learning, and providing instant feedback. Scientific novelty. The scientific novelty of the study is the comprehensive systematization of the impact of digital didactics on the formation of the linguistic personality of primary school students in the unity of digital storytelling, gamification, and neurodidactic principles. The article substantiates the role of digital tools in language education not only as a technical resource, but also as a pedagogical system that supports communicative and cognitive development. Practical significance. The results of the study are an effective methodological guide for primary school teachers, methodologists, and developers of digital educational resources.