Жарияланымдар / Публикации

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    A systematic review of the effectiveness of teaching geoecological issues to geography students using digital technologies
    (Frontiers Media, 2026-09-09)
    Ainur Murzinova
    ;
    Sagyngali Kalkashev
    ;
    Damezhan Sadykova
    ;
    Nurbol Ussenov
    ;
    Assan ZHELDIBAYEV
    The introduction of innovative pedagogical approaches to teaching geoenvironmental issues is considered one of the key directions of contemporary educational practice. Although digital technologies and active learning strategies are widely used, their effectiveness in the context of teaching geography students has not been systematically studied. This systematic review was conducted in accordance with the PRISMA 2020 guidelines: 64 relevant articles were selected, and from these, the most fully documented studies were taken for in-depth analysis. The novelty of the study lies in its comprehensive consideration of pedagogical approaches to digital technologies in geoenvironmental education, linking them to the requirements for the training of geography students. The results show that geospatial tools and immersive technologies are widely used, but that the outcomes are often limited to short-term affective indicators, indicates a lack of rigorous designs that isolate the technology's independent contribution, and that teacher preparation and institutional support remain a persistent barrier. The study proposes a conceptual model that integrates digital technologies, experiential learning, and interdisciplinary integration, and includes concrete recommendations for teachers and policymakers.
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    The Listen–read–discuss strategy for improving reading comprehension: a conceptual review
    (Turan University, 2026-09-19)
    Sh. D. Sake
    ;
    Gulnaz Berkinbayeva
    ;
    Sandugash Mukhtarova
    Reading comprehension is a key component of literacy, which contributes to academic success and lifelong learning, although most people who study English as a Foreign language (EFL) continue to have difficulties due to limited vocabulary, lack of basic knowledge, and ineffective reading strategies. This study provides a theoretical and conceptual review of the “Listening-Reading – Discussion” (LRD) learning strategy to explain the contribution to reading comprehension. Through the narrative review of the literature, the results of research published in the main scientific databases from 2015 to 2025 are summarized. The review examines constructivism, Schema Theory, active learning, social constructivism, information processing, and metacognition to explain the learning mechanisms underlying learning using resources. The results show that learning using resources contributes to understanding by activating available knowledge, actively building meaning, encouraging joint discussion, and developing metacognitive reflection. As the main theoretical contribution of the study, a conceptual scheme is proposed that relates these processes to the results of reading comprehension. The review concludes that LRD is a science – based learning model that can have a significant impact on the pedagogy of teaching English as a foreign language, curriculum development, and future literacy teaching technologies.