Жарияланымдар / Публикации
Постоянный URI для этого сообществаhttps://cris.qyzpu.kz/handle/123456789/2
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- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Human-AI collaboration in the analysis of literary narratives:a new pedagogical paradigm(International University of Sarajevo, 2025-10-22); ; ; ; The digitization of education in Kazakhstan has demonstrated the importance of using AI in the teaching of literature. The purpose of this article is to evaluate the effectiveness of collaboration between humans and AI in improving students' analytical and interpretive skills when studying literary narratives in the context of higher education. The study applied a true experimental design with a randomized controlled trial (RCT) with a pre-test/post-test control group structure. A voluntary purposeful sample (40 participants in total) with elements of randomization was used (all participants were randomly divided into two groups).The results showed that the t-test results indicated the importance of using ChatGPT, as it showed a statistically significant improvement in literary analysis skills among students. There is also a high level of positive perception of learning using AI elements. This indicates the effective introduction of AI technologies as an important factor in increasing student motivation and engagement. The main challenges to the further integration of AI systems into literary education are technical unpreparedness, further integration of AI systems into literary education are technical unpreparedness, lack of experience and skills in interacting with special programs. The advantages of using AI include the formation of individual educational trajectories, increased access to information sources, interactivity and support. The conclusions emphasize the importance of scaling up the study to obtain new empirical data. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Assessment of artificial intelligence literacy of preschool administrators in Kazakhstan(Modestum Limited, 2026-02-03) ;Sandugash S. Komekova; ;Aigul I. Akhmetova ;Gulbarshyn Sh. YernazarovaYücel GelişliThis study aims to determine the current state of artificial intelligence (AI) literacy among preschool administrators in Kazakhstan and evaluate its implementation in science, technology, engineering, and mathematics (STEM) contexts. In this study, a correlational survey design within the scope of quantitative methods was employed. The sample consisted of 328 administrators working in different regions, who responded to online forms. Personal information form, AI literacy scale, and AI STEM leadership scale were used as data collection tools in the research. Data were collected during September and October 2025. Analysis was performed using independent samples t-test, ANOVA test, Mann Whitney U test and hierarchical regression. This study reveals that preschool administrators in Kazakhstan possess moderate-to-high awareness of AI technologies, yet significant variations exist in their competency levels. The findings demonstrate that practical usage and critical evaluation skills are the most critical factors for successful STEM integration. The pronounced effect of demographic variables such as gender, education level, and years of service on AI literacy emphasizes that technology adoption in educational leadership is a complex process requiring tailored intervention programs for different administrator groups. The widespread use of general-purpose tools like ChatGPT alongside limited adoption of education-specific technologies indicates that administrators are navigating the AI landscape independently without adequate institutional guidance and strategic frameworks. In this context, targeted professional development programs should be designed for groups with lower AI literacy levels, and systematic training on the introduction and use of education-specific AI tools should be organized. Furthermore, institutional strategic frameworks and guidance mechanisms for AI integration need to be established, and longitudinal research examining the relationship between administrators’ AI literacy and classroom-level STEM outcomes should be conducted.
