Жарияланымдар / Публикации

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Intercultural competence development for prospective physical education teachers
(2025-08-10)
Rumilyam Mukhpulova
;
Л.О. Сарсенбаева
;
S. A. Urazgaliyeva
;
Rumilyam Mukhpulova
;
Assel Bazilgalamova
This study demonstrates the intercultural communicative competence of future physical education teachers. The role of sports in human culture has been studied, with intercultural communication promoting a humanistic worldview. A critical approach, based on theoretical, empirical, and statistical methods, was employed. The study population comprised third-year students specializing in “physical education and sports” at the Kazakh Academy of Sports and Tourism (n=240). Online surveys were conducted among Kazakh and Russian populations using Google Forms and analyzed using Excel and IBM SPSS Statistics. The levels of students in English (with a professional orientation), cultural intelligence, motivation to teach physical education, emotional intelligence, and tolerance were also studied. The results revealed a positive correlation between almost all the indicators studied. Therefore, a program was developed to improve the intercultural competence of future physical education teachers. The application of the program for one academic year had a positive effect on all the indicators studied, characterizing the overall level of intercultural competence of future physical education teachers.
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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)
Aitolkyn Duzelbayeva
;
Zulfiya Movkebayeva
;
Yermagambet Aliya
;
Хамитова Дана Сункарбековна
;
Kabdyrova Ainur Askarbekovna
This paper examines the critical gaps in inclusive education, with a particular focus on the training of specialists in the psychological and educational support of children with disabilities. Despite advances in inclusive practice, there remains a significant shortage of adequately trained professionals to meet the diverse needs of these children. Through a comprehensive review of current literature and innovative training methods, this study highlights the effectiveness of multidisciplinary approaches and the integration of technology in enhancing professional competencies. It also examines case studies from different educational settings to demonstrate practical applications. The findings suggest that a holistic and adaptive training framework, including theoretical knowledge, practical skills and emotional intelligence, is essential for effective inclusive education. The study concludes with recommendations for policy makers, educators and training institutions to address these gaps, emphasising the need for continuous professional development and a collaborative approach to support inclusive education for children with disabilities. The objective of this study is to identify key challenges and propose evidence-based strategies for improving the professional training of specialists in inclusive education. The methodology involves a systematic review of recent academic and policy sources, along with case analysis from diverse educational contexts to ensure a comprehensive understanding of current practices and outcomes.
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A Multi-Modal Deep Learning Framework for Student Soft Skills Development in Adaptive Learning Environments
(Science and Information Organization, 2026-01-01)
Marzhan Bekbolat
;
Kamalbek Berkimbayev
;
Rustam Abdrakhmanov
;
Serik Kenesbayev
;
Nuraim Ibragimova
The rapid evolution of artificial intelligence and adaptive educational technologies has created increasing demand for intelligent systems capable of automatically assessing and enhancing student soft skills within digital learning environments. This study proposes MST-SoftNet, a multimodal transformer-based deep learning framework designed for adaptive soft skill assessment and personalized educational recommendation. The proposed architecture integrates heterogeneous educational modalities, including textual interactions, speech signals, facial expressions, behavioral engagement patterns, performance indicators, and feedback information, within a unified hierarchical transformer fusion framework. Modality-specific encoders, cross-modal attention mechanisms, explainable attention visualization modules, and adaptive recommendation components were incorporated to improve both predictive performance and interpretability. Experimental evaluation was conducted using multiple baseline deep learning architectures, including CNN, LSTM, Transformer, and multimodal CNN-LSTM models. The proposed MST-SoftNet framework achieved superior performance across all evaluation metrics, attaining 93.67% accuracy, 92.11% F1-score, and 96.05% AUC, while simultaneously demonstrating reduced inference latency and improved computational efficiency. Attention visualization analysis further confirmed the capability of the framework to identify semantically meaningful multimodal behavioral patterns associated with communication, collaboration, leadership, creativity, emotional intelligence, and self-regulation competencies. Longitudinal adaptive learning experiments additionally demonstrated substantial improvement in student soft skill progression over time. The obtained results indicate that MST-SoftNet establishes a robust, interpretable, and scalable foundation for next-generation intelligent educational systems focused on personalized soft skill development and adaptive learning optimization.
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Fostering emotional intelligence and self-regulation in gifted high school students: experimental evidence from a soft skills development program
(Frontiers Media, 2026-01-12)
A.E. Mukhametkairov
;
Berik Matayev
;
Assemgul Kalimova
;
Meruyert Erkinovna Utegenova
;
Л. Ә. Ибраймова
Introduction Gifted adolescents often receive extensive cognitive enrichment, while their emotional and self-regulatory development remains underrepresented in school programs. This study examined whether socio-emotional and self-regulatory skills can be effectively developed through a structured soft skills intervention for gifted high school students. Methods A seven-week soft skills program was implemented with 96 gifted students aged 15–16 in Kazakhstan. Participants were randomly assigned to an experimental group ( n = 48), which engaged in reflection, empathy, and time-management activities, and a control group ( n = 48), which continued regular instruction. Emotional intelligence, self-regulation, motivation, and communication skills were assessed using validated psychometric scales and expert observations (Cronbach’s α = 0.80–0.91). Data were analyzed using t-tests and ANCOVA. Results The experimental group demonstrated statistically significant improvements compared to the control group ( p < 0.001), particularly in emotional intelligence and self-regulation, with large effect sizes (η 2 = 0.59–0.68). Expert evaluations also indicated increased emotional awareness, communication competence, and leadership behaviors among participants of the intervention. Discussion/conclusion The findings indicate that socio-emotional and self-regulatory competencies in gifted adolescents can be effectively enhanced through structured experiential learning. The proposed program offers a practical and scalable framework for integrating soft skills training into secondary education curricula for gifted learners.
Цитирования (OpenAlex) 7

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