Жарияланымдар / Публикации

Постоянный URI для этого сообществаhttps://cris.qyzpu.kz/handle/123456789/2

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A Brief Overview of Gender Differences in International Languages
(2025-08-06)
Bagila Raikhan
;
К. Габитханулы
;
Zhazira Tursynali
;
Ainur Nurzhaubek
;
Assel Tokeyeva
This study evaluates the validity and practicality of a novel technology-based e-learning system developed explicitly for language research methods in higher education. Recognizing the promising potential of integrating e-learning with corpus linguistics principles, the research focused on designing and assessing tools for teaching corpus linguistics-based language research. Validity was determined by examining the alignment of the e-learning content with fundamental corpus linguistic principles and established research methodologies. Practicality was assessed based on the platform's usability,accessibility, and the overall feasibility of its tools for both educators and students. Observations revealed positive adaptation from both instructors and learners, with lecturers effectively integrating diverse features and students actively utilizing the platform to access materials, collaborate, and interact. The findings confirm the success of this approach, evidenced by positive feedback regarding content clarity, relevance, and applicability. Furthermore, the e-learning media demonstrated high practicality, as indicated by both teacher and student responses. Overall, these results indicate significant potential for this e-learning system to enhance learning effectiveness, particularly in language research methods, thereby advancing empirical language studies within digital environments. This research contributes to the growing body of literature on effective technology integration in linguistics education.
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Students’ Perceptions of Receiving Digital Transformation Training Regarding Digital Learning Environments
(UIKTEN, 2025-11-27)
Alimbekova Anar Aymoldanovna
;
Tolkyn Zhumasheva
;
Gulmira B. Beisenbekova
;
Gulbarshyn K. Belgibayeva
;
Gulmira Manashova
In order to experience digital transformation in high schools, it is very important to know the perceptions, attitudes and opinions of students. This research aims to ascertain high school students' impressions of digital learning environments following digital transformation training. The relational survey paradigm used in the quantitative research was used to create the study. 328 high students that were enrolled in classes made up the research's sample group. The students participating in the study were almost equally distributed in terms of gender and grade. Following the three weeks of the researchers' digital transformation training, the scale was used to collect study data from the students. The researchers also created the online model scale. There were 20 items on the two-factor "students' perceptions of digital learning environments scale." The t-test for two independent variables and the one-way ANOVA for more than two independent variables were used in addition to descriptive statistics. The study's findings indicate that students perceive their level of skill in digital transformation to be high in the digital learning environments, very high in the digital adaption sub-dimension, and high in the digital satisfaction sub-dimension. Regarding the gender variable, there was no discernible variation in the digital transformation competencies of the research participants. Nevertheless, the class variable they examined revealed a substantial difference. Students in the tenth grade were found to benefit from the large difference.
Цитирования (OpenAlex) 1
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Distance and Inclusive Teaching of School Computer Science: Instructional Practices and Learning Experiences
(International Journal of Information and Education Technology, 2026-01-01)
G.I. Salgarayeva
;
Botakoz Sabit
This study examines the effectiveness of teaching Computer Science (CS) skills to children with Autism Spectrum Disorder (ASD) through distance education within an inclusive education. Twelve students, aged 10–12 years, participated in a twenty-week online platform using Code.org. A single-case descriptive and explanatory approach was used. Data were collected through observation, teacher feedback, and analysis of student task performance. Quantitative results showed that 75% of participants demonstrated measurable improvement in task completion rates, and the average score on programming-related exercises increased by 21% between the first and final sessions. Qualitative findings revealed increased engagement, motivation, and independence in solving algorithmic tasks, although some challenges persisted in sustaining attention and managing sensory overload. The results indicate that children with ASD can successfully participate in CS learning through structured and visually supported distance education. The study adds to current discussions about inclusive digital pedagogy and offers practical guidance for educators designing adaptive online CS instruction for students with ASD.
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Developing interdisciplinary and meta-subject competencies in school geography: a systematic review of digital and mobile learning approaches
(Frontiers Media, 2026-09-30)
A. M. Sarsebayeva
;
N. (Nurbol) Usenov
;
Bakhadurkhan Sh. Abdimanapov
;
Mukhamedrakhim Kursabayev
;
Kulash Mamirova
The integration of digital and mobile learning approaches into school geography has become an important direction of pedagogical innovation in recent years, however, how these approaches systematically develop interdisciplinary and meta-subject competencies remains insufficiently theorized and empirically developed. Although individual studies have demonstrated the pedagogical potential of geospatial technologies, mobile augmented reality, immersive virtual environments, and artificial intelligence-based platforms, no previous review has conducted a comprehensive, systematic analysis of this body of evidence, linking it to the cross-curricular and meta-subject competency frameworks that are central to the reform agenda for national and international curricula. The proposed study fills this gap through a systematic review conducted according to PRISMA 2020 requirements: Ninety-one peer-reviewed studies published between 2020 and 2025 were included, selected from the Scopus database, and the level of agreement among the experts was confirmed with a κ = 0.79. The results of the analysis showed that GIS-based research, mobile augmented reality, and AI-supported learning tools make a measurable contribution to competencies such as spatial thinking, metacognitive regulation, systemic reasoning, and critical argumentation. These competencies are central both in international geography curricula and in post-Soviet interdisciplinary concepts. However, a persistent “policy–competency gap” was identified: curricular ambitions for high-level interdisciplinary teaching are often undermined by structural constraints, an insufficient pedagogical scaffolding, and the lack of validated assessment tools. Theoretical frameworks for digital competence development, such as Falloon's Teacher Digital Competency model and Chiu and colleagues’ needs-supporting institutional model, are not sufficiently applied in the context of geography. Based on this synthesis, a conceptual model is proposed that systematizes the conditions for the targeted integration of digital and mobile learning approaches in school geography with the aim of developing interdisciplinary and transdisciplinary competencies, along with priority directions for future empirical research and curriculum design.

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