Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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Pedagogical methods of formation of ecological and critical skills of future teachers of natural sciences using digital technologies
(2025-06-23)
Ozerke Amangeldi
;
Kuralay Kenesbayeva
;
Gulnar Maishinova
;
Assel Bayatanova
;
Б.К. Асылбекова
The article discusses pedagogical methods for developing ecological and critical skills in future teachers of natural science disciplines, exploring ways to foster the development of these skills in future educators. Particular attention is given to approaches that promote the integration of ecological knowledge and critical thinking in the educational process using digital technologies and GIS. The study involved 76 studensts from two universities and 155 secondary school students. The pedagogical experiment was conducted in four stages: theoretical, practical, analytical, and final. Particular focus was given to using GIS technologies to develop students' spatial analysis skills and encourage research activity. The results showed that 85% of biology students and 79% of geography students achieved the learning objectives at the levels “excellent” and “good,” respectively. The effectiveness of the proposed methodology is confirmed by these results, and it can be recommended for use in training future teachers.
Цитирования (OpenAlex) 1Цитирования (OpenCitations) 1
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Students’ Perceptions of Receiving Digital Transformation Training Regarding Digital Learning Environments
(UIKTEN, 2025-11-27)
Alimbekova Anar Aymoldanovna
;
Tolkyn Zhumasheva
;
Gulmira B. Beisenbekova
;
Gulbarshyn K. Belgibayeva
;
Gulmira Manashova
In order to experience digital transformation in high schools, it is very important to know the perceptions, attitudes and opinions of students. This research aims to ascertain high school students' impressions of digital learning environments following digital transformation training. The relational survey paradigm used in the quantitative research was used to create the study. 328 high students that were enrolled in classes made up the research's sample group. The students participating in the study were almost equally distributed in terms of gender and grade. Following the three weeks of the researchers' digital transformation training, the scale was used to collect study data from the students. The researchers also created the online model scale. There were 20 items on the two-factor "students' perceptions of digital learning environments scale." The t-test for two independent variables and the one-way ANOVA for more than two independent variables were used in addition to descriptive statistics. The study's findings indicate that students perceive their level of skill in digital transformation to be high in the digital learning environments, very high in the digital adaption sub-dimension, and high in the digital satisfaction sub-dimension. Regarding the gender variable, there was no discernible variation in the digital transformation competencies of the research participants. Nevertheless, the class variable they examined revealed a substantial difference. Students in the tenth grade were found to benefit from the large difference.
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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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Scientific and methodological foundations for integrating remote sensing (RS) data into school geography
(Frontiers Media, 2026-03-13)
Shakhislam Uzakbaevich Laiskhanov
;
Zhanbolat Nurmagambetuly
;
Kulyash Duisenbaevna KAIMULDINOVA
;
Duman Toktaruli ALIASKAROV
;
Erzhan Abikbaev
In the era of digital transformation, the application of remote sensing (RS) data in geography education and its effective integration into the teaching and learning process has become one of the pressing educational challenges, particularly in fostering students’ spatial thinking competencies. The purpose of the study is to identify the possibilities of incorporating RS data into school geography, to develop an effective teaching methodology based on its application, and to test it in practice. The research employed a review of international publications, surveys, correlation and comparative statistical analysis, modeling, analysis of regulatory documents, and pedagogical experimentation. The survey involved 124 geography teachers from different regions of Kazakhstan, while the experimental study included 52 eleventh-grade students from one secondary school selected through random sampling (26 students in the experimental group and 26 students in the control group). The survey results revealed that 62% of teachers use satellite imagery during lessons; however, 69% of them utilize RS data primarily for visualization purposes. The results of the pedagogical experiment demonstrated that the average academic achievement of students in the experimental group increased by 18.2%, whereas the improvement in the control group was 3.6%. Furthermore, the use of RS data positively influenced students’ geospatial thinking, research skills, and analytical abilities. The study further established that the structural-content model of RS-based teaching materials developed as a result of the research can contribute to improving existing methodologies. The proposed model is designed to modernize school geography curricula, enhance teachers’ methodological capacity, improve students’ learning outcomes, and promote geospatial literacy. The findings of the study demonstrate that the systematic integration of RS data into school geography education can serve as a scientific and methodological foundation for modernizing educational content, fostering students’ contemporary scientific and technological competencies, and improving the overall quality of geographic education.
Цитирования (OpenAlex) 1
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FEATURES AND THE ROLE OF GAMIFICATION IN TEACHING COMPUTER SCIENCE AT SCHOOL
(2026-10-02)
Serik Kenesbayev
;
Salamat Idrissov
;
Улпан Тойкенова
The article analyzes a number of published scientific studies on the use of gamification in education in order to assess its impact on students’ interest in computer science within the school learning environment. The findings indicate that gamification-based learning contributes to increasing students’ interest in computer science and fostering a more positive attitude toward the learning process. In addition, computer science teachers involved in the implementation of the lessons positively assessed the use of gamification technologies in education. According to their observations, providing students with opportunities to engage with game-based elements and use computer games as educational tools increases learning activity and motivation and facilitates more effective acquisition of the required learning material. The aim of the study is to examine the impact of gamification on students’ interest in computer science, their learning engagement, and educational outcomes, as well as to experimentally evaluate the effectiveness of incorporating game-based elements into school computer science education. The current development of educational technologies and teaching methodologies, driven by the requirements of the digital transformation of education, necessitates the introduction of new approaches, opportunities, and instructional technologies aimed at improving the effectiveness of the educational process. A pedagogical experiment was conducted in three schools in Kazakhstan with the participation of 120 students aged 11–13 years. The participants were divided into control and experimental groups. Over a three-month period, students in the experimental group participated in lessons incorporating gamification elements. The results demonstrated positive changes in the experimental group. Specifically, 92% of students in the experimental group considered computer science an interesting subject, compared with 61% in the control group. The proportion of students who achieved a high level of knowledge was 42% in the experimental group, compared with 28% in the control group. Furthermore, a high level of engagement in the learning process was observed among 50% of students in the experimental group, whereas the corresponding figure in the control group was 25%. Thus, the findings indicate the potential effectiveness of gamification as an educational tool for increasing students’ interest, learning engagement, and educational outcomes in school computer science education.

Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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