Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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    METHODS OF TEACHING ETHNIC AND CULTURAL INFORMATION IN THE ETHNOGRAPHIC CONVERSATIONS
    (2020-06-30)
    Б. Т. Панзабек
    ;
    Nargiza Baltabayeva
    The article examines some issues of studying ethnocultural information in the Kazakh ethnographic stories in order to revive the national spirit, knowledge and popularization of national literature and culture. The thematic system of stories is specified, innovative methods and techniques are used through text analysis, from the point of view of knowledge. Artistic searches for ethnographic stories are systematized, structural-semantic, comparative analysis is carried out, and the artistic and aesthetic nature of the works is determined. As a result of studying ethnocultural information in ethnographic stories, the course of formation of national values among students will be discussed. The article shows how the language of the nation, the spiritual values of the nation, the cultural code of the nation, the cultural identity of the nation, consciousness, customs and traditions of the nation, which form the basis of ethnocultural information, are reflected in conversations. History shows that the authors managed to accurately combine ethnocultural information with the realities of the Kazakh people of that period. It also analyzes the effectiveness of modern technologies in teaching ethnocultural information.
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    Development of National Consciousness of Students by Means of Kazakh Drama: A Pedagogical Experience
    (2026-05-01)
    Kazyna Bekbenbetova
    ;
    SULTAN YERTAY
    ;
    Saule Nurgali
    National values constitute the foundation of the spiritual and moral development of the younger generation. In the context of globalization, the problem of forming students’ national identity through Kazakh drama in literature reading lessons becomes increasingly relevant. Methodology and Methods. A pedagogical experiment was conducted with control and experimental groups of eighth-grade students. The experimental group was taught using drama-pedagogical methods: analysis of dramatic works, dramatization of dialogues, creative assignments, and group discussions. The control group followed traditional teaching methods. Quantitative data, including tests and assessment tasks, and qualitative data, including group discussions, dramatizations, and reflective notes, were collected and analyzed using statistical methods and thematic coding. Results. The experimental group demonstrated a substantial improvement in performance compared to the control group. Students in the experimental group developed a deeper understanding of the characters, were able to articulate patriotic principles more effectively, and established meaningful connections between national values and their personal experiences. In addition, student engagement increased considerably in the experimental group, while only a modest improvement was observed in the control group. Scientific Novelty. It has been established that the integration of drama-pedagogical methods transforms the traditional teaching model into a holistic cycle of “reading-experiencing-expressing-analyzing”. It has been proven that Kazakh drama functions as an integrative tool for forming national consciousness, cultural identity, and patriotic feelings while simultaneously developing students’ creative thinking and analytical abilities. Practical Significance. The developed methodology provides practical recommendations for implementing national dramatic works into the literature reading curriculum. Structured lesson plans using dramatization, role-playing, and group discussions significantly deepen understanding of the national idea and increase interest in cultural values.
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    Language and Religion as Sign Systems
    (2026-06-26)
    Aigul Onalbayeva
    ;
    Nurlan Kairbekov
    This study analyzes the interaction between language and religion as interconnected sign systems that influence national culture. It aims to identify the mechanisms through which religious and linguistic symbols shape collective values and cultural identity. The methodology combines semiotic, linguistic, and religious studies, along with a comparative analysis of regional cases. Results show that in Kyrgyzstan, China, India, Iran, and Kazakhstan, religious vocabulary is integrated into national languages, forming hybrid expressions and enhancing the symbolic meaning of everyday speech. The analysis of religious texts and rituals in Arabic, Sanskrit, Chinese, Persian, and Turkic reveals common semantic fields related to sacred concepts like purification, sacrifice, enlightenment, and mercy. In Kyrgyzstan and Kazakhstan, Islamic and Tengri codes coexist, while in Iran, Shiite and Zoroastrian symbolism overlaps, and in China, Buddhist and Confucian practices interact. The study also highlights how ritual practices adapt under the influence of modern media and global transformations. For example, in China, hieroglyphic signs strengthen links between national culture and religious identity, while in India, the preservation of sacred terms demonstrates the resilience of the Vedic tradition. This study broadens the understanding of how language and religion interact in different cultural contexts.
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    Analyzing Current Tendencies in the Formation of National Identity in Society: International Experience
    (2026-07-24)
    Gulzer Dauletova
    ;
    А. Р. Масалимова
    ;
    Marzhan Alikbayeva
    ;
    Жаркимбаева Дана Бактубаевна
    ;
    Kenzhegul Biyazdykov
    The aim of the study was to identify new trends in identity in the third decade of the twenty-first century. The methodology of this research was based on the analysis of social phenomena in the United States, the United Kingdom, Kazakhstan, and Germany. The study explored examples illustrating the formation of national identity as well as the social processes affecting this identity in the context of globalization. It also analyzed the legal framework regulating aspects of the formation and expression of national identity in the countries studied. Several important aspects of modern identity were addressed in the research. Specifically, the issue of social solidarity and its influence on contemporary society was analyzed, as well as how social solidarity contributed to the unity of society during the COVID-19 pandemic. A characteristic feature of this unity was mutual assistance, which manifested itself in caring for the sick, delivering medicine, and the active involvement of trade unions in the US. The problem of migrant identity was also explored. As a result of numerous military conflicts, migration processes have intensified, bringing new cultural and, importantly, religious characteristics to society. Kazakhstan represents a unique example of a post-Soviet state with rapidly developing national identity, combining the influence of neighboring cultures and modern global processes. As a multi-ethnic and multi-confessional country, Kazakhstan forms a multi-layered identity, incorporating both national traditions and contemporary international trends.[El objetivo del estudio fue identificar nuevas tendencias en la identidad en la tercera década del siglo XXI. La metodología de esta investigación se basó en el análisis de fenómenos sociales en Estados Unidos, Reino Unido, Kazajistán y Alemania. El estudio exploró ejemplos que ilustran la formación de la identidad nacional, así como los procesos sociales que afectan a esta identidad en el contexto de la globalización. También analizó el marco jurídico que regula aspectos de la formación y expresión de la identidad nacional en los países estudiados. En la investigación se abordaron varios aspectos importantes de la identidad moderna. En concreto, se analizó la cuestión de la solidaridad social y su influencia en la sociedad contemporánea, así como la forma en que la solidaridad social contribuyó a la unidad de la sociedad durante la pandemia de COVID-19. Un rasgo característico de esta unidad fue la ayuda mutua, que se manifestó en el cuidado de las personas enfermas, la entrega de medicamentos y la participación activa de los sindicatos en Estados Unidos. También se exploró el problema de la identidad migrante. Como resultado de numerosos conflictos militares, los procesos migratorios se han intensificado, incorporando a la sociedad nuevas características culturales y, de manera importante, religiosas. Kazajistán representa un ejemplo singular de Estado postsoviético con una identidad nacional en rápido desarrollo, que combina la influencia de culturas vecinas y procesos globales modernos. Como país multiétnico y multiconfesional, Kazajistán configura una identidad en múltiples capas, que incorpora tanto tradiciones nacionales como tendencias internacionales contemporáneas].
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    Scientific foundations and practice-driven impact of interactive cognitive tools in integrating education and cultural identity within the context of educational transformation
    (Frontiers Media, 2026-09-23)
    Кадирбаева Дидар Артыкбаевна
    ;
    Amanay Myrzabayev
    ;
    Kulash Mamirova
    ;
    Elmira Kuandykova
    ;
    Svetlana Yerekeyeva
    Introduction This study analyses the scientific foundations and practical impact of interactive cognitive tools in integrating knowledge and cultural identity within the context of educational transformation. Drawing on the ICAP and TPACK models, the study treats interactive tools not merely as technological add-ons but as epistemologically significant mediators that foster cognitive engagement, collaborative knowledge construction, and culturally context-sensitive learning. Methods A convergent mixed-methods design was used, combining a bibliometric analysis of scientific literature from 1988 to 2025 with an empirical study based on a four-week Collaborative Online International Learning (COOIL) project involving students from Kazakhstan ( n = 32) and Uzbekistan ( n = 37). Results The quantitative results showed no statistically significant difference in overall academic achievement between the two groups ( p > .05), and a high level of inter-rater agreement ( κ = 0.84). Survey and focus-group data demonstrated that interactive cognitive tools significantly enhanced learners' intercultural communicative competence, digital literacy, and reflective understanding of cultural identity. Three key pedagogical mechanisms were identified as contributing to the formation of cultural identity: comparative cultural teaching, multimodal creative product development, and asynchronous intercultural dialogue. Discussion The findings highlight a persistent gap between technology adoption and culturally sensitive pedagogy, indicating the need to reconsider digital transformation beyond a technocentric perspective. Overall, this work contributes to an integrative conceptual framework that positions cultural identity as a structural component of transformative digital pedagogy, with implications for curriculum development, teacher training, and international educational collaboration.