Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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2025 - 20263

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    Integration of ethical categories of al-farabi and abai into civic and historical education in kazakhstan: An innovative educational model
    (2025-09-19)
    Кazbek Raissov
    ;
    Karlygash Zhylkyshybaeva
    This study is dedicated to the development and validation of an innovative model of civic and historical education based on the integration of key ethical categories from the Kazakh philosophical tradition. These categories include Qaiyrymdy qala (virtuous society), Tolyq adam (whole person), fazilat (virtue), aqyl (reason), and zhürek (heart). They serve as pedagogically operational foundations for shaping value-based subjectivity. In the context of cultural diversity and increasing global fragmentation, the research offers an alternative to universalist approaches by proposing a rooted philosophical framework capable of bridging the humanitarian tradition and contemporary educational practices. The methodological foundation combines a design-based research approach, philosophical componential analysis, and qualitative methods of pedagogical diagnostics. The model was piloted in three institutional contexts: in the school education system (Nazarbayev Intellectual Schools, NIS), in higher education (Kazakh National Women's Pedagogical University), and in digital learning environments (Moodle platform). Empirical results confirm significant effects in developing ethical reflection, empathy, resistance to manipulation, moral reasoning, and civic responsibility. A comparative analysis with control groups demonstrates the consistent advantage of axiologically rich instruction over conventional content-based approaches. The scientific novelty of the study lies in the pedagogical transformation of philosophical categories into a value-action model applicable across various formats of educational interaction. The practical significance is reflected in the scalability potential of the model, its adaptability to teacher training programs, digital platforms, and policy strategies aimed at humanizing education. In the long term, this model may serve as a foundation for developing a culturally sensitive, morally responsible, and conceptually coherent system of civic education.
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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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    Beyond narrative: a pedagogical, cultural, and psychological analysis of Saken Zhunusov’s Amanai and Zamanai for higher education
    (Institute of Advanced Engineering and Science (IAES), 2026-08-01)
    T. Igenbay
    ;
    Baltabayeva Gaukhar
    ;
    Amangaisha Bolsynbayeva
    ;
    G. Apeyeva
    ;
    Sarash S. Konyrbaeva
    This study offers a comprehensive pedagogical analysis of Saken Zhunusov’s Amanai and Zamanai, demonstrating that the novella functions as a multilayered educational text suitable for literature, cultural studies, teacher education, and psychology-of-literature curricula in higher education. Using qualitative content analysis, the study identifies six interrelated thematic domains; moral education, cultural learning, developmental psychology, folklore pedagogy, narrative methodology, and emotional literacy, through which the novel teaches readers to interpret emotional, ethical, and cultural meanings embedded in the narrative. The data consisted of the full text of Saken Zhunusov’s Amanai and Zamanai, analyzed using qualitative content analysis. Findings reveal that the text models moral dilemmas, cultivates empathy, preserves Kazakh cultural knowledge, exposes structural inequalities, and illustrates childhood cognition and trauma through symbolic and myth-infused storytelling. The study connects these themes to established theoretical perspectives including Vygotsky’s symbolic mediation, Bruner’s narrative cognition, Rosenblatt’s reader–response theory, and cultural-historical views of oral tradition. By developing a detailed codebook and pedagogical framework, the research provides a replicable model for analyzing culturally embedded literature and demonstrates the relevance of Amanai and Zamanai to contemporary Kazakh social issues such as poverty, gendered burden, and generational trauma. The study concludes that the novel offers rich opportunities for interdisciplinary teaching and contributes significantly to the integration of Kazakh literature into modern higher education pedagogy.