Жарияланымдар / Публикации

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

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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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    СИСТЕМАТИЗАЦИЯ МОДЕЛЕЙ ВЫГОРАНИЯ В КОНТЕКСТЕ СОВРЕМЕННЫХ НАУЧНЫХ ПРЕДСТАВЛЕНИЙ
    (Ablai Khan University, 2026-09-30)
    Perizat Zhaksylykovna Parmankulova
    ;
    С.А. Жолдасбекова
    ;
    Иманкулова Л.П.
    ;
    Тәңкіш Н.П.
    The scientific literature presents numerous models of burnout that differ in their theoretical foundations, interpretations of the nature and structure, of the phenomenon, contributing factors, and development mechanisms. However, the absence of a unified classification system complicates the comparison of different theoretical approaches and the identification of relationships among them. Therefore, the systematization and classification of existing burnout models based on shared conceptual and substantive characteristics reman important research tasks. This study aims to classify burnout models through an analysis of their theoretical propositions, structural components, and functional orientations. The study employed retrospective and comparative analysis, generalisation, and the classification of scientific approaches. Retrospective analysis made it possible to trace the evolution of scholarly perspectives on burnout and identify key directions in the development of existing models. Authors identified four main types of burnout models: factorial, processual, conceptual, and applied. Factorial models describe the structural components of burnout, processual models explain its developmental dynamics, conceptual models address multilevel contributing factors, and applied models focus on the development of diagnostic and preventive interventions. Unlike previous classification, the proposed framework considers not only the origins of burnout-related factors but also the structure, causes, and mechanisms of burnout development, as well as its diagnosis and prevention. The scientific novelty of the study lies in the proposed classification of burnout models, which provides a foundation for developing diagnostic tools and preventive programs. The practical significance of the findings derives from their potential application within the education system of the Republic of Kazakhstan. Future research should focus on developing contextually adapted diagnostic methods and burnout-prevention programmes incorporating contemporary digital technologies, including artificial intelligence.