Жарияланымдар / Публикации
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- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Exploring EFL Teachers’ Perceptions of Media Literacy in KazakhstanDeveloping 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. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, СOIL ӘДІСІ АРҚЫЛЫ СТУДЕНТТЕРДІҢ ЛИНГВОМӘДЕНИ ҚҰЗЫРЕТТІЛІКТЕРІН ҚАЛЫПТАСТЫРУ(Kokshetau State University, 2024-06-30); ; Айжан МакашеваМақалада Бірлескен халықаралық онлайн оқыту (COIL) мәселелеріне байланысты ғалымдардың еңбектеріне және олардың теориялық, методологиялық негіздеріне аналитикалық шолу жасалды. Шетелдік серіктес университеттермен бірлескен халықаралық онлайн оқыту (COIL) әдісі арқылы білім алушылардың мәдениетаралық және лингвистикалық құзыреттіліктерін дамыту, тілдік ортаны қалыптастыру, қарым-қатынас, сыни тұрғыдан ойлау, проблемаларды шешу дағдыларын арттыру мәселелері қарастырылды. COIL әдісін бағалау мақсатында 60 білім алушыдан сауалнама жүргізілді. Сауалнама нәтижелерін сандық әдісімен талдап, білім алушылардың оқу бағдарламасынан алған әсері, кросс-мәдени құзыреттілігін дамытуына тигізген ықпалы және тілдік деңгейінің дамығандығы туралы ақпарат жиналды. Еліміздегі студенттерге шетелге шықпастан, шетелдік университеттерден білім алу, тәжірибе алмасу, лингвомәдени, мәдениетаралық және кросс-мәдени құзыреттіліктерді дамытуға болатыны анықталды. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Formation of Information Culture in Visually Impaired Adolescents through Innovative Technologies(International Journal of Information and Education Technology, 2025-01-01); - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, 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); ; - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Fostering critical thinking in learning outcomes of Kazakhstan initial teacher educationThe 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 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Pedagogical methods of formation of ecological and critical skills of future teachers of natural sciences using digital technologies(2025-06-23)Цитирования (OpenAlex) 1Цитирования (OpenCitations) 1 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Медиаграмотность как инструмент противодействия дезинформации: международные подходы и казахстанский опыт(Al-Farabi Kazakh National University, 2025-09-26); Dulat KarakushevСовременное информационное пространство характеризуется высоким уровнем дезинформации, что особенно актуализируется в условиях информационной войны и гибридных конфликтов. В этих условиях медиаграмотность рассматривается как стратегически важный навык, способствующий устойчивости граждан к манипулятивному воздействию. Целью данного исследования является анализ роли медиаграмотности в противодействии дезинформации и разработка эффективных подходов к её формированию в образовательной среде. Основное внимание уделено изучению теоретических основ медиаграмотности, форм и методов распространения дезинформации, а также практическому применению образовательных инструментов, направленных на развитие критического мышления. Научная значимость исследования заключается в комплексном рассмотрении медиаграмотности как элемента информационной безопасности, а практическая — в апробации и оценке эффективности авторского курса медиаграмотности для студентов- журналистов. Методология исследования основана на междисциплинарном подходе, включающем анализ научных источников, международных рекомендаций (ЮНЕСКО, ООН), а также проведение педагогического эксперимента с использованием качественных и количественных методов оценки. Результаты показывают значительное повышение уровня медиакомпетентности у студентов: умения распознавать фейки, анализировать источники, понимать механизмы манипуляции. Также отмечен рост интереса к применению медиаграмотности в будущей профессиональной деятельности. Ценность работы состоит в создании воспроизводимой модели преподавания медиаграмотности в вузах, а её практическая значимость — в возможности внедрения данной модели в программы подготовки специалистов в сфере журналистики, медиа и образования для укрепления устойчивости к дезинформации в обществе. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Modern interactive methodological techniques for working with fiction text (based on the analysis of the ethical dilemma of “good and evil” in the work “Les Misérables” by Victor Hugo)(2025-12-22); ; F.Z. MamedovaThe development of fiction text analysis skills contributes to the formation of communicative, reading, and interpretive competences, which help students grasp the deeper ideas of literary works and enhance their communicative abilities. This article presents modern interactive teaching methods suitable for university instructors of literary disciplines. The issue of developing students’ interpretive skills is particularly relevant in the training of future teachers of Russian language and literature. Such professionals must not only master techniques of literary analysis and interpretation but also be methodologically prepared to teach these skills. There is an objective need to modernize approaches to teaching reading and the literary heritage, particularly that of Victor Hugo, within university curricula. The research results demonstrate that students develop critical thinking and teamwork skills while analyzing philosophical dilemmas such as the conflict between good and evil in literary texts. This article highlights effective methodological techniques and outlines their advantages based on a review of both domestic and international scholarship. It proposes methodological models for analyzing culturally rich passages and defines didactic tasks aimed at encouraging polemical discourse and active student engagement in class. Furthermore, the article identifies ways to enhance teachers’ methodological competence by updating and enriching their instructional toolkit. The findings confirm that these techniques foster interpretive and communicative skills, help students comprehend complex moral ideas and deep philosophical meanings, and promote the development of argumentative discourse. The theoretical conclusions drawn from this study can enrich the methodology of teaching literature, philology, and language culture. The practical significance lies in the development of elective courses and methodological recommen dations on foreign literature and teaching methods. The results can be applied in communicatively oriented literature teaching and in the creation of educational resources. By integrating these interactive methodological techniques into educational practice, the goal of updating and expanding the methodological toolkit of literature teachers is effectively achieved. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Information competence and critical thinking in digital environments evidence from university students in Kazakhstan(Frontiers Media, 2026-04-24)Цитирования (OpenAlex) 2 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Visualization Technologies in Geomorphology Education: The Role of 3D Models, GIS, Maps, and VR/AR in Supporting Learning Effectiveness(2026-08-23); ; ; Visualization technologies have become increasingly important in geomorphology education because they enable learners to explore complex landforms, spatial relationships, and relief-forming processes through more interactive and practice-oriented learning experiences. This study examines the educational role of three-dimensional (3D) models, digital and traditional maps, geographic information systems (GIS), and virtual and augmented reality (VR/AR) in supporting the learning of geomorphological concepts. A quasi-experimental approach was used to compare visualization-enhanced instruction with traditional teaching methods among university students studying geography. The assessment combined pre- and post-instruction testing, questionnaires, observation of the learning process, and evaluation of practical and project-based activities, while teachers’ perceptions of visualization technologies were also considered. The experimental group, which used 3D models, GIS, and VR/AR tools, showed an increase in the average learning score from 62.4 to 84.7, corresponding to a 35.7% improvement. In comparison, the control group taught primarily through traditional methods improved from 61.8 to 70.2, representing a 13.6% increase. In addition, 87% of surveyed teachers positively evaluated the use of innovative visualization technologies. The findings suggest that visualization-enhanced instruction can support students’ understanding of geomorphological processes, spatial and critical thinking, engagement, and independent research skills. At the same time, successful implementation depends on adequate digital infrastructure, teacher preparation, and students’ digital competence. The study highlights the value of integrating visualization technologies with theoretical instruction and practical activities to support more interactive, analytical, and research-oriented geomorphology education.