Жарияланымдар / Публикации

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Formation of students' research interest through action learning
(2025-04-25)
Kamila Adilzhan
;
Nuripa Kyrgyzbaikyzy Bekalay
;
Makpal Khamitova
;
Gulmira Tashkeyeva
;
Kobenkulova Zhanar
This study explores the idea of Action Learning as a teaching method based on doing. Where there is action, there is interest. This approach to the development of individuals does not focus on what people need to learn, but on solutions to real problems. Thus, "Action Learning" means learning from action or concrete experience, as well as taking action as a result of this learning. The study began by exploring university students' and teachers' perceptions of student interest in science in order to design an instructional strategy for stimulating student interest in learning and pursuing science. The study is experimental in nature and shows cross-sectional results in control and experimental groups of action learning, which allows us to prove the effectiveness of the theoretical assumptions made in the literature review. Data for this study included responses from 114 students to an online science survey and interviews with eight science teachers. Therefore, in the given work, effective methods were used and compared with a traditional method, that is, students were divided into several groups. Studies were conducted using traditional methods for control groups and effective action learning methods for experimental groups; consequently, the comparative results of control and experimental groups showed significant indicators.
Цитирования (OpenAlex) 1
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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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COMPARATIVE ANALYSIS OF GENDER STUDIES COURSES IN KAZAKHSTAN AND THE UNITED STATES OF AMERICA
(2026-06-30)
Zhazira Agabekova
;
Aizhan Salimzhanova
;
N. BAIRBEK
This study presents a comparative analysis of gender studies courses in Kazakhstan and the United States, examining how the field is institutionalized, structured, and pedagogically implemented across distinct higher education systems. Drawing on feminist theory, intersectionality, and postcolonial approaches, the research analyzes 97 gender-related courses across 29 Kazakhstani universities and compares them with 204 courses offered at American University and University of Wisconsin-Madison. Using qualitative document analysis and semi-structured faculty interviews, the study evaluates three analytical dimensions: institutionalization, curriculum breadth, and pedagogical practice. The findings reveal that in Kazakhstan, gender studies remains predominantly elective-based and embedded within traditional departments, with limited interdisciplinary expansion and minimal integration of experiential learning components. In contrast, the U.S. institutions examined demonstrate fully institutionalized, degree-granting programs characterized by interdisciplinary curricula, explicit incorporation of intersectionality, and structured experiential learning opportunities such as internships and capstone projects. The study argues that these differences reflect divergent trajectories of disciplinary consolidation shaped by governance structures, policy environments, and institutional capacity. It concludes by proposing a multidimensional framework for strengthening gender studies education in Kazakhstan through enhanced institutional support, interdisciplinary integration, and practice-oriented curriculum development.
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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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Developing communicative and intercultural competence through integrating art in language teaching
(Institute of Advanced Engineering and Science (IAES), 2026-09-27)
Mangazina Zhanel Rauliyevna
;
Sh.A . Tazhibaeva
;
Magira Moldabayeva
;
Ardak Nurgaliyeva
;
Zhakupova Aliya
The article explores the development of communicative and intercultural communicative competencies in language education with the help of the integration of artistic practices. In the context of the sociocultural theory of language education, the development of communicative competence is an operational language construct, while the development of intercultural communicative competence is a meta-construct that regulates language use. The integration of art is understood not as a supplementary teaching tool, but as a pedagogical mediator that transforms learning processes through experiential engagement, symbolic interpretation, emotional involvement, and reflective dialogue. The article is based on a mixed-methods approach that incorporates a quasi-experiment, control group, and experimental group of students. The results of the study suggest that there is a correlation between the art-based instruction and an increase in communicative activity, intercultural competence, and students’ own reflective capacity. However, the results are seen as indicative rather than causal. The results of the study support the pedagogical value of instruction that is oriented towards art as a means of creating a culturally rich and dialogic learning environment. However, the results also highlight the need for future research into how different art forms influence the development of competence.

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