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, Transformation of universities in Kazakhstan: Research outcomes on the quality of higher education(EnPress Publisher, 2024-09-23); Danial SAARIThis article explores the transformative journey of universities in Kazakhstan, focusing on the results of recent research on the quality of higher education. The study delves into the significant reforms and innovations implemented in the Kazakhstani higher education system, assessing their impact on academic standards, student performance, and institutional efficiency. Through comprehensive data analysis and expert interviews, the research highlights the strides made in improving educational quality, fostering international collaborations, and integrating modern technologies in teaching and learning. The findings underscore the critical role of government policies, industry partnerships, and community participation in driving these transformations. This article provides valuable information on the challenges and successes experienced by Kazakhstani universities, providing a blueprint for further advances in the sector of higher education. The key factors contributing to the success of these reforms include strong government support, international collaboration, robust quality assurance mechanisms, a focus on research and innovation, and professional development for educators. While challenges remain, the future of higher education in Kazakhstan looks promising, provided that these efforts continue and are further refined to address existing gaps.Цитирования (OpenAlex) 2Цитирования (OpenCitations) 2 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Adaptation of pedagogical approaches to the implementation of intelligent systems in the educational process(International University of Sarajevo, 2025-04-23); Цитирования (OpenAlex) 3 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Teacher Professional Development and Professional Standards for Teachers: A Bibliometric Mapping of Literature (1975-2025)(Journal of Social Studies Education Research, 2025-06-15); ; ; ; The purpose of this study is to conduct literature mapping on professional development, continuous professional learning, and teacher professional standards using metadata extracted from 5,156 journal articles indexed in the Web of Science database from 1975 to 2025. The study employs bibliometric methods to describe and visually represent the literature's growth trajectory, productivity, and the social, intellectual, and conceptual structure of the field over the past 50 years. The findings reveal that research in these areas: (a) has shown steady growth, particularly since 2015; (b) is published across diverse journals in the categories of "Education Educational Research," "Psychology," and "Linguistics;" (c) is produced by scholars from various regions, with the USA, China, and Australia as leading contributors; (d) consists of a fragmented research community with limited interaction between groups; (e) is interdisciplinary, emerging from the convergence of research in education, psychology, and linguistics; and (f) has focused on eleven research themes over the past 50 years, including "Teacher Professional Development," "Educational Policy and Practice," "Educational Research Methodology," "Modern Educational Technologies and Learning," "Pedagogical Interaction in the Educational Process," "Professional Standards and Educational Development," "Social-Educational Communities and Communications," "Assessment and Learning Practice," "Educational Practice Research Methods," "Educational Reform Effectiveness," and "Innovative Technologies in Education." The bibliometric analysis provides insights for the further development and reconceptualization of the field, offering perspectives for identifying new research directions and methodological approaches in professional development, continuous professional learning, and teacher professional standards. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Addressing Gaps in Inclusive Education Through Innovative Approaches to Training Specialists in the Field of Psychological and Pedagogical Support for Children with Disabilities(2025-12-26); ; - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Examining the Effects of Differentiated Digital Instruction on English Language Teaching in Inclusive Classrooms(Journal of Social Studies Education Research, 2026-06-27); ; ; Gulbagira SaurukovaThis study aimed to examine the challenges teachers face in differentiated digital instruction in inclusive English language classrooms and to investigate its effects on students’ English achievement and attitudes. The study was designed as an exploratory mixed-method study. In the qualitative phase, data were collected from 27 English teachers through semi-structured interviews to explore their experiences, professional development needs, and support expectations. In the quantitative phase, a pre-test–post-test control group design was implemented with 52 inclusive 7th-grade students. The experimental group received differentiated digital instruction, while the control group followed traditional textbook-based instruction. Data were analyzed using content analysis and Mann–Whitney U tests. The findings indicate that teachers experience difficulties related to time constraints, lack of resources, and the management of student diversity. However, they demonstrate a strong interest in professional development and emphasize the need for practical and application-oriented support. Quantitative results show that differentiated digital instruction has a positive effect on students’ English achievement and attitudes compared to traditional instruction. These findings suggest that differentiated digital instruction can support inclusive teaching practices when combined with appropriate pedagogical design and institutional support.