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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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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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