Жарияланымдар / Публикации

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Understanding Barriers and Supports for Women’s Progression in STEM in Kazakhstan
(2025-01-01)
Ainur Almukhambetova
Abstract Based on the theoretical taxonomy of supports and barriers and Social Cognitive Career theory, this chapter contributes to the existing literature on STEM women’s pathways by qualitatively examining environmental supports and barriers that girls and women experience in all developmental stages, from childhood to professional life. The overarching purpose of this chapter is to synthesize and summarize the multidimensional barriers that affect, impede, or prevent girls and women from choosing STEM educational/career trajectories and the supports that facilitate their advancement and retention in STEM career trajectories across three developmental stages: childhood, adolescence (high school and university study), and adulthood (professional life). A core finding from this study is that women are strongly dependent on external social agents, such as parents, teachers, peers, employers, and spouses, in all developmental stages, who can play a dual role, either supporting the girls’ and young women’s interest in STEM and providing mentorship or discouraging them from being engaged with STEM.
Цитирования (OpenAlex) 6Цитирования (OpenCitations) 4
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Women in Leadership in Education in Kyrgyzstan and Kazakhstan
(2025-01-01)
Aliya Kuzhabekova
;
Ainur Almukhambetova
Abstract This paper summarizes the results of a study that explored the experiences of female leaders in Central Asian academia using empirical data from Kazakhstan and Kyrgyzstan. The study uses a comprehensive theoretical framework combining Human Capital, Gender Role, Gendered Organization, Professionalization, and Intersectionality perspectives, derived from prior research on the topic. It relies on qualitative phenomenological case study design analyzing data from 30 semi-structured interviews with women leaders from the two countries. The study reveals the relevance of Institutional theory to complement the theoretical framework arising from prior research. Implications of the results of the study are discussed in terms of their relevance for global research on the topic and for domestic policies aimed at promoting the representation and advancement of women in the labor force and leadership in particular.
Цитирования (OpenAlex) 3Цитирования (OpenCitations) 2
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PEDAGOGICAL APPROACHES TO LITERATURE: EXPLORING IDEOLOGICAL MOVEMENTS IN HIGHER EDUCATION THROUGH THE ALASH IDEA
(2023-12-29)
А. Шамшадинқызы
This article delves into the intricate interplay between ideological movements and pedagogical approaches in higher education, specifically focusing on the Alash Idea's profound influence on literature instruction. Originating in early 20th-century Kazakhstan, the Alash Idea epitomizes a confluence of cultural resurgence, nationalism, and educational reform. This study aims to unravel the pedagogical implications stemming from the Alash Idea's impact on literature education, elucidating its enduring significance within higher education contexts. By scrutinizing historical narratives and contemporary educational paradigms, this research illuminates the Alash Idea's indelible mark on literature instruction methodologies. It investigates the movement's role in shaping curricula, instructional strategies, and the conceptualization of literary studies within academic settings. The analysis delineates the Alash Idea's legacy, providing insights into its continued resonance in modern pedagogical frameworks. Through a meticulous examination of historical perspectives and present-day educational landscapes, this study underscores the ongoing relevance and adaptability of the Alash Idea's pedagogical principles in contemporary literature instruction. This article positions the Alash Idea as a pivotal influencer in shaping teaching methodologies for literature within higher education, offering valuable insights for educators, scholars, and policymakers engaged in curriculum development and pedagogical innovation.
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Exploring EFL Teachers’ Perceptions of Media Literacy in Kazakhstan
(Journal of Social Studies Education Research, 2024-03-17)
Aigul Yeleussiz
Developing media literacy has emerged as a key requirement in our rapidly evolving world. Particularly, the incorporation of media literacy into the secondary school curriculum in Kazakhstan is perceived to have a long-term impact on the employment prospects of graduates and aligns with the country's multi-vector policy. Consequently, teachers recognize the imperative to foster media literacy in their classrooms. The integration of media literacy into the existing school curriculum holds profound importance, challenging students' critical thinking skills, creativity, and functional literacy. This study aims to explore the development of media literacy within English as a Foreign Language (hereinafter, EFL) classrooms, concentrating on teachers' perceptions and challenges related to media literacy. Utilizing a qualitative approach, the research entails conducting semi-structured interviews with EFL teachers in Kazakhstan. This study is based on in-depth, semi-structured interviews with fifteen EFL teachers in schools in Kazakhstan. The findings reveal that, despite certain barriers, EFL teachers acknowledge the necessity of incorporating media literacy components into their classrooms. The tension associated with teaching media literacy manifests in decisions related to selecting appropriate resources, adopting effective approaches, and navigating the attitudes of other education stakeholders. The research outcomes contribute to filling the current gap in studies within this domain, offering practical insights for teachers working in similar environments.
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Қазақстан мектептерінің түлектері арасында кәсіптік бағдар беру жұмысы бойынша білім беру практикасы: мәселелері мен шешу жолдары
(Al-Farabi Kazakh National University, 2024-09-20)
M. S. Sadyrova
;
Karlygash Mukhtarova
;
Клара Макашева
;
Sandugash Imanbayeva
The article reveals the problems that rest on the choice of profession of school graduates, the transition of young people from study to work, the difficulty with professional orientation, and, as a result, high unemployment in the labor market. The listed problems cover almost many countries of the world. Among the reasons for such a negative growth, the authors of the publication explain, first of all, changes in the functioning of the educational system, which can eventually lead to socio-economic risks and social inequality. The other side of the above-mentioned problem noted that the existing educational practice in many ways does not provide the order of the state and society for the formation of a graduate of urban and rural schools as a subject of socio-professional self-determination. The reasons rest on the following factors: - a low level of career guidance interaction between educational organizations of different levels, which generates the substitution of practice-oriented forms of professional orientation with psychological diagnostics and counseling; - the use of outdated inefficient approaches without taking into account modern information technologies and more. The purpose of the presented research is to identify, in the regional context, the transformation of professional preferences of high school students in urban and rural schools as a strategy for future employment. As a result of the survey conducted by the authors among school graduates, conclusions and proposals were formulated to optimize preparatory and organizational work among high school students to improve the methodology of career guidance activities. These proposals formed the basis for the developed sociological survey program and documents for school administrations in order to conduct annual monitoring to identify students' professional preferences, taking into account new trends in the employment market. Key words: education, schools, professional training of graduates, professional preferences of schoolchildren, state educational grants, regions.
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Factors Facilitating and Impeding Women’s Retention in Math-Intensive STEM Fields
(National Research University – Higher School of Economics, 2025-04-01)
Ainur Almukhambetova
;
Aliya Kuzhabekova
;
T. Kim
Increasingly, there has been a notable lack of female representation in math-intensive STEM fields, such as engineering, geosciences, mathematics, computer science, and physics. This issue persists despite the growing number of women graduating in STEM disciplines. Enhancing the number of women who complete their education and work in STEM sectors is a critical task. To address this issue effectively, it is crucial to understand the factors responsible for the underrepresentation of women, both among STEM students and within the workforce. This qualitative study explores the experiences of female undergraduate students enrolled in math-intensive STEM programs at universities to understand the factors contributing to the underrepresentation of women in STEM fields within the context of Kazakhstan. The analysis based on 29 interviews highlights a range of personal, distal, and proximal factors that may significantly influence the retention of women in math-intensive STEM fields. Furthermore, this article offers several recommendations to promote and support women’s involvement in STEM.
Цитирования (OpenAlex) 2
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Innovative methods of teaching the short story genre in the context of digitalization of education: A cross-sectional study of students in Kazakhstan
(International University of Sarajevo, 2025-04-09)
Shynar Umirkhanova
;
Gibadat Orynkhanova
;
Zhanna Aitzhanova
;
Zhanat Orynkhanova
The article is aimed at the development and implementation of innovative methods of teaching a short story as a literary genre with the use of digital instruments. The research suggests using a cross-sectional study based on descriptive methodology and comparative analysis. The study was set up at the Kazakh National Women’s Teacher Training University and included 68 participants (38 in the experimental group and 30 – in the control group). The results found that digital tools are widely used to teach a short story as a literary genre. The effective methods to teach a short story as a literary genre are the following: debate and interactive discussion through online platforms, writing exercises, role-playing and simulation, problem-based tasks, thematic mind mapping, comparative study, collaborative projects, video lectures, and peer learning. Besides, it was proved that a short story is an efficient educational tool and contributes to the improvement of the professional skills of future philologists. They refer to analytical skills, critical thinking, creativity, digital literacy, emotional intelligence, cross-cultural competence, communicative skills, creative writing, and textual analysis. The experiment resulted in the development of recommendations for teaching the short story as a literary genre at the institutional, pedagogical, technological, linguistic, and psychological tiers. In conclusion, innovative methods based on digital tools enhance the process of teaching a short story as a literary genre and contribute to the training of philological students.
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Fostering critical thinking in learning outcomes of Kazakhstan initial teacher education
(Frontiers Media, 2025-06-13)
Кабышева Марина Ивановна
The integration of critical thinking into initial teacher education programs is crucial to achieving the United Nations' Sustainable Development Goals, particularly SDG 4, as teachers play a pivotal role in fostering this essential competency. This study employs computer algorithms to analyze how Kazakhstani educational program developers incorporate critical thinking into learning outcomes. The data sources include Russian-language versions of all active bachelor's degree teacher education programs in Kazakhstan. A first-in-kind mapping was constructed linking Russian verbs to Bloom's Taxonomy cognitive skill levels for this analysis. The methodological approach utilizing automated verb frequency analysis offers a practical tool not only for initial evaluation but also for ongoing, repeatable assessments of curricula. The findings indicate that while direct mentions of “critical thinking” are present, and some higher-order thinking skill verbs are utilized, critical thinking remains modestly integrated into learning outcomes.
Цитирования (OpenAlex) 2Цитирования (OpenCitations) 1
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The Role of TV Programmes in Developing Children's Language Skills
(2025-08-24)
Didar Ryskulbek
;
Bakytgul Moldagali
;
Gaziza Shoibekova
;
Zhuparkul Aulbekova
;
Л. Ә. Ибраймова
This study aims to examines the impact of television programs in developing children’s language skills, with a focus on the deficiencies in the language used in TV programming. To explore these issues, the authors conducted a comprehensive survey across all regions of Kazakhstan and analysed the findings. Based on respondents’ feedback, the study identified primary challenges and drew conclusions grounded in scholarly perspectives. The survey addressed several aspects, including the language of children's television programmes and its effect on linguistic development, children's fluency in Kazakh, the extent to which media language conforms to linguistic norms, common speech deficiencies among children, and the amount of time children spend watching television. The survey involved 407 participants. Lexical deviations in children's language were analysed using data from a social questionnaire completed by respondents. Conducted across diverse demographic and geographic regions, the survey results show the frequency and impact of various social factors contributing to lexical deviations, including children's exposure to television. The study also highlighted the role of parents in fostering native language development (Kazakh) and confirmed that the surrounding environment – especially television – affects children’s adherence to lexical norms. The questionnaire was administered in the state language, with respondents given the opportunity to provide additional comments. Based on the findings, the study assessed the impact of television on children's language development and proposed recommendations for linguistic, cultural, and social interventions.
Цитирования (OpenCitations) 1
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UNDERSTANDING THE CONTRIBUTION OF TURKIC PETROGLYPHS TO CULTURAL TOURISM DEVELOPMENT IN CENTRAL ASIA: A SYSTEMATIC AND META-ANALYTIC PERSPECTIVE
(Editura Universitatii din Oradea, 2025-10-06)
Yerlan Issakov
;
Kairat ZHOYA
;
Zhulduz Nizamatdinova
;
Shakhislam Uzakbaevich Laiskhanov
;
Duman Toktaruli ALIASKAROV
The petroglyphs of Central Asia represent a distinctive form of symbolic and visual heritage that is gaining relevance in scholarly debates on cultural tourism, regional identity, and sustainable development. Although their archaeological importance has long been recognized, their integration into contemporary tourism planning remains conceptually fragmented and underexplored. This study provides a systematic and meta-analytic synthesis of scientific literature concerning petroglyphs in Kazakhstan, Uzbekistan, Kyrgyzstan, and Tajikistan. Through bibliometric analysis, it identifies dominant research themes, leading institutions, and international collaboration networks. The results confirm increasing interest in the educational, symbolic, and experiential tourism dimensions of petroglyphs. However, the review also highlights thematic and geographical imbalances, particularly the underrepresentation of certain regions and a scarcity of robust empirical studies. The meta-analytic component shows a moderate positive effect of petroglyph-based heritage on cultural tourism development. Kazakhstan emerges as the leading academic node in this domain. The study does not attempt to establish causality but seeks to clarify how petroglyphs have been conceptualized in scientific discourse over the past two decades. Bibliometric mapping shows strong correlations between publication volume and heritage-centered national strategies. Research also indicates that digital tools, such as 3D modeling and GIS, are increasingly employed to preserve and interpret petroglyph sites. Despite these innovations, community-based approaches remain limited, signaling the need for greater local engagement. By linking rock art research with tourism studies, digital humanities, and heritage policy, this article outlines potential directions for more inclusive, interdisciplinary, and empirically grounded future research. Ultimately, the findings support the notion that petroglyphs are not only remnants of the past, but dynamic resources for interpreting identity, enhancing tourism sustainability, and fostering cultural continuity within the evolving framework of regional development in Central Asia. These insights may guide policymakers, researchers, and cultural institutions in shaping integrative strategies. Further efforts should aim to connect heritage preservation with inclusive tourism, education, and long-term regional resilience. Strengthening regional cooperation and cross-border heritage initiatives may also amplify the role of petroglyphs in sustainable cultural development.
Цитирования (OpenCitations) 1

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