Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

Постоянный URI для этого сообществаhttps://cris.qyzpu.kz/handle/123456789/1

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Автор: search.filters.author.Gulnaz DautovaДата начала: 2025

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    Ethnic Narratives in Education: The Role of Kazakh Epics in Preserving Cultural Heritage and Identity
    (Modestum Limited, 2025-01-31)
    A.M. Toibazar
    ;
    Gulnaz Dautova
    ;
    Yerbol Aliyev
    ;
    Talgat Turdali
    ;
    Kanagat Zhalgasbayeva
    The study examined the effects of teaching activities, including Kazakh Epics and mythopoetic images, on the participants’ national value achievements and attitudes towards the course in literature courses in Kazakhstan. This study used a quasi-experimental design with a pre-test, post-test, and a control group. The dependent variables were the national value achievement scale and literature course attitudes. The independent variable was the teaching activities based on Kazakh Epics and mythopoetic images in the second-year courses of the literature department of a university in Almaty. The national value achievement and attitude scales were used to collect data, which were analyzed with covariance analysis. The results showed a statistically significant improvement in students’ national value achievement scores in the experimental group exposed to Kazakh Epics and mythopoetic images. The study’s findings pave the way for recommendations for integrating culturally meaningful narratives into education. First, culturally rich content such as Kazakh Epics should be included in Kazakhstan’s literature departments’ curriculum, and policymakers and curriculum developers should prioritize the creation of teaching materials that emphasize these epics’ historical, ethical, and literary aspects. Second, the accessibility of these materials should be increased, and their compatibility with contemporary educational goals should be ensured. Third, teacher training programs should be reorganized to emphasize culturally sensitive pedagogical approaches. Though this study was localized, the research results can be applied to education systems in different geographies to develop cultural identity and values.
    Цитирования (OpenAlex) 7Цитирования (OpenCitations) 7
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    The Effects of Artificial Intelligence Applications in Dramatic and Improvisational Poetic Performance
    (2026-06-16)
    Yertay Sultan
    ;
    Bekzhan Bazarbek
    ;
    Kazyna Bekbenbetova
    ;
    Gulnaz Dautova
    This study examined whether AI-supported instruction improves (a) academic achievement and (b) attitudes towards the Kazakh literature course during the “Dramatic and Improvisational Poetic Performance (Aitys)” unit. Using a pretest–posttest quasi-experimental design, 60 juniors studying Kazakh Literature at Abai Kazakh National University in Almaty (2025–2026) were assigned to an experimental group or a control group without random assignment. The experimental group participated in a five-week AI-integrated sequence (plus one assessment week) featuring GPT-based Kazakh-language models, algorithmic dialogue simulation, synthetic voice demonstrations, and computational dramaturgy activities, while the control group received traditional instruction. Outcomes were measured with an achievement test and a 15-item Literature Course Attitude Scale developed by the researcher. Content validity was supported through a table of specifications and expert review, and items were piloted with a parallel cohort to revise borderline discrimination indices before final administration. Normality checks supported parametric testing. Independent-samples t tests compared group means. Pretests showed no significant differences in achievement. Posttests favored the experimental group for achievement and attitude. Findings suggest that AI mediation can deepen understanding of aitys and strengthen engagement with Kazakh heritage. Besides, curricula should include explicit attribution, transparency about AI assistance, and consent-based protocols for voice technologies to address concerns about voice, authorship, and cultural representation.