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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2025 - 20262

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Автор: search.filters.author.Sagyngali KalkashevТема: search.filters.subject.educational effectiveness

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    Evaluating the Effectiveness of Sustainable Development Goals Integration into the Future Geography Teachers' Education
    (2025-11-29)
    Nurzhanat Shakirova
    ;
    Bakhadurkhan Sh. Abdimanapov
    ;
    Aizhan Bazilova
    ;
    Karlygash Muzdybayeva
    ;
    Sagyngali Kalkashev
    This study evaluated the effectiveness of implementing training materials and SDG activities for future geography teachers. The experimental discipline "Climate Change and its Consequences" was developed and implemented. The sample of participants in this study consisted of 121 3rd and 4th-year students with experience in teaching practice. The renting method checks the methodology's effectiveness according to the "Knowledge in the Field of Sustainable Development Goals" questionnaire before and after introducing the discipline. During one semester, the participants completed the course, and they were also provided with SDG-oriented webinars on the topic "Geographical Analysis of the Sustainable Development Goals" and events (Brain-ring and Olympiad). When studying the literacy rate according to the SDGs, 121 respondents showed an average increase in results by an average of 13.6% with a p-value of 0.049 (p<0.05). The results obtained indicate the effectiveness of this practice. This represents essential information for education and sustainable 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.