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.
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Intercultural competence development for prospective physical education teachers
(2025-08-10)
Rumilyam Mukhpulova
;
Л.О. Сарсенбаева
;
S. A. Urazgaliyeva
;
Rumilyam Mukhpulova
;
Assel Bazilgalamova
This study demonstrates the intercultural communicative competence of future physical education teachers. The role of sports in human culture has been studied, with intercultural communication promoting a humanistic worldview. A critical approach, based on theoretical, empirical, and statistical methods, was employed. The study population comprised third-year students specializing in “physical education and sports” at the Kazakh Academy of Sports and Tourism (n=240). Online surveys were conducted among Kazakh and Russian populations using Google Forms and analyzed using Excel and IBM SPSS Statistics. The levels of students in English (with a professional orientation), cultural intelligence, motivation to teach physical education, emotional intelligence, and tolerance were also studied. The results revealed a positive correlation between almost all the indicators studied. Therefore, a program was developed to improve the intercultural competence of future physical education teachers. The application of the program for one academic year had a positive effect on all the indicators studied, characterizing the overall level of intercultural competence of future physical education teachers.
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Features of the development of research competence in future special education teachers
(Frontiers Media, 2025-08-29)
Gulnur Yerzhanova
;
Akbota Autayeva
;
Bagdat Mazhinov
;
Mira Iralina
;
Sabira Nishanbayeva
Introduction Developing research competence is essential for future special education teachers to effectively analyze educational practices, conduct pedagogical research, and innovate teaching strategies for children with special educational needs. This study aimed to examine methods for enhancing research skills among students in special education programs at universities in Kazakhstan. Methods A quasi-experimental research was conducted at two Kazakh universities: Abai Kazakh National Pedagogical University (Almaty) and I. Zhansugurov Zhetysu University (Taldykorgan). The study involved 122 third-and fourth-year students specializing in special education, who were randomly divided into an experimental group (n = 62) and a control group (n = 60). The experimental group participated in an elective course titled “Research Competencies in Special Education” and activities organized by the “Young Scientists Club.” Data collection employed a combination of quantitative and qualitative methods, including pedagogical experiments, surveys, standardized tests, and expert assessments. Statistical analyses were conducted using SPSS software with Student’s t-test to assess differences between groups. Results The experimental group exhibited statistically significant improvements (p < 0.01) compared to the control group in their ability to identify research questions, select appropriate methodologies, analyze data, and apply scientific approaches to practical tasks. Post-intervention assessments indicated that research skills in the experimental group improved markedly (average scores increased from 57.41 to 82.37%). Additionally, students reported higher motivation and confidence in using research methods. Discussion The results confirm that integrating targeted educational interventions, combining theoretical coursework and practical research experiences, effectively enhances research competence in future special education teachers. The elective course and participation in the academic club created conditions conducive to active learning and independent research practice. These findings support broader adoption of structured research-based curricula within special education teacher training programs to cultivate critical thinking and evidence-based pedagogical skills.
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EFFECTS OF DIGITAL PROGRAMS ON THE LEVEL OF FORMATION OF DIGITAL SKILLS OF THE STUDENTS
(Jambi University, 2025-10-12)
G.U. Baitasheva
;
Aitzhamal Mussina
;
Galiya Medeuova
;
Ayaulym Umbettulla
;
Karlygash Zhamanbayeva
Global changes in information, communication, professional, and other spheres of modern society necessitate several adjustments in educational practices. In preparing integrated tasks, students are taught to apply knowledge from various subjects to solve specific problems. One of the most important conditions for enhancing the effectiveness of the educational process is the development of students’ research and digital skills, which in turn fosters their creative and logical thinking abilities. This study employed a quasi-experimental research design. The sample consisted of 46 second-year chemistry-biology students (23 in each group) from the Kazakh National Women’s Teacher Training University during the second semester of the 2022-2023 academic year. The experimental and control groups were randomly selected. Key findings include a 7.7% improvement in digital skills among the experimental group compared to the control group (a high level of 48.3% in the experimental group, compared to 40.6% in the control group). The verification of integrated tasks indicates that digital skills involve understanding the purpose, conditions, and means of action. These skills are aimed at researching and clarifying specific processes, facts, and phenomena, while effectively utilizing knowledge and life experience. This research contributes novel insights by demonstrating how integrated tasks enhance digital competency within a chemistry-biology curriculum. The findings suggest that incorporating such methodologies into educational frameworks can bridge the gap between theoretical knowledge and practical application, ultimately improving students' readiness for the digital economy and research-oriented careers.
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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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Motivational, Cognitive, and Reflexive Components in the Development of Communicative Competence of Pre-Service Teachers in a Multilingual Education: An Experimental Study
(Journal of Social Studies Education Research, 2025-12-28)
Sandugash Tleubay
;
Nurzhanova Gulmira
;
Gulmira Mailybaeva
;
Zinura Utegulova
;
Viktoriya S. Lim
The study aimed to examine the effectiveness of motivational, cognitive, and reflexive components in developing communicative competence among pre-service teachers within the context of multilingual education. A total of 162 participants took part in the study, including 82 students in the experimental group and 80 in the control group. A quasi-experimental pretest–posttest design was employed. The experimental group received instruction through a specially designed elective course focused on developing communicative competence in multilingual settings, while the control group followed the standard curriculum. Data were collected using questionnaires and performance-based communicative tasks involving dialogue, monologue, public speaking, and written interaction. Statistical analysis included descriptive measures and t-tests to assess differences between groups. The results showed that students in the experimental group demonstrated significant improvement in motivational, cognitive, and reflexive components, as well as in overall communicative competence, compared to the control group. Correlation analysis revealed strong relationships among these components, with the reflexive factor exerting the greatest influence. The findings indicate that integrating motivational, cognitive, and reflexive dimensions into teacher education effectively enhances pre-service teachers’ communicative competence in multilingual educational environments.
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Information competence and critical thinking in digital environments evidence from university students in Kazakhstan
(Frontiers Media, 2026-04-24)
Nurgul Yrymbayeva
;
Moldir Yermekova
;
Oryntay Tezekova
;
Bakytgul B. Issatayeva
;
Akgul Zhubandykova
The rapid expansion of digital platforms and generative artificial intelligence has reshaped how university students access and evaluate academic information, intensifying concerns about information reliability, critical thinking, and ethical use. This study addresses the gap between students’ widespread access to digital information and their capacity to critically evaluate and responsibly use it in academic contexts, particularly in underrepresented settings such as Kazakhstan. A sequential mixed-methods design (QUAL → quan) was employed. Qualitative data explored students’ information-seeking practices, credibility judgments, responses to conflicting information, perceptions of AI-related risks, and views on institutional support. The sample consisted of 77 undergraduate students enrolled in teacher education-related programs at a university in Kazakhstan. The findings showed a clear hierarchy of search entry points: students most often began with Google Search ( n = 30), followed by university databases/library portals ( n = 16) and AI tools ( n = 15). Clear author credentials ( n = 49) and transparent methods or data ( n = 25) emerged as the strongest trust indicators. When using AI, students reported predominantly supportive uses, especially summarizing checked readings ( n = 58) and generating ideas or outlines ( n = 52), rather than relying on AI as a primary source. These patterns indicate that students’ engagement with generative AI is characterized by conditional trust, pragmatic usefulness, and uneven but developing evaluative awareness. The study contributes context-specific evidence from Kazakhstan to the emerging literature on student engagement with generative AI and suggests that higher education institutions should integrate source evaluation, critical reasoning, and AI literacy more explicitly into curriculum, pedagogy, and library support systems.
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Digital etiquette and belief-oriented technology use among Kazakhstani pre-service teachers: a cross-sectional survey
(Frontiers Media, 2026-06-04)
Nabat Issembayeva
;
Динара Рамазанова
;
Zulfiya Unerbayeva
;
Ж. К. Куанышева
;
Perizat B. Seiitkazy
Introduction Digital etiquette (netiquette) is a key component of digital citizenship, yet its behavioral profile and association with belief-oriented technology use remain underexamined in bilingual teacher-education contexts. This study examined Kazakhstani pre-service teachers' self-reported digital etiquette and belief-oriented technology use, evaluated the factorial structure and language equivalence of the adapted measures, and explored whether digital etiquette was associated with instructional-technology course completion and selected background variables. Methods A quantitative cross-sectional survey was conducted in Winter 2024–2025 with 300 students from two Kazakhstani universities. Data were collected using Kazakh and Russian versions of the questionnaire. Confirmatory factor analysis was used to evaluate the measurement structure, multi-group CFA was conducted to test language invariance, and correlational and regression-based analyses examined associations among digital etiquette, belief-oriented technology use, instructional-technology course completion, GPA, year of study, and gender. Results Confirmatory factor analysis supported a two-factor structure with acceptable fit (CFI = .95, RMSEA = .06), and multi-group CFA indicated scalar invariance across language versions. Participants reported high digital etiquette (M = 4.47, SD = 0.41) and belief-oriented technology use (M = 4.30, SD = 0.48). Digital etiquette was positively associated with belief-oriented technology use (Spearman's rs = .53, 95% CI [.45, .60], p < .001). After adjustment for GPA and year of study, instructional-technology course completion was not associated with higher digital etiquette (ΔR 2 = .003; ANCOVA p = .142), and gender differences were negligible. Discussion The findings provide bilingual measurement evidence from Kazakhstan and suggest that belief-oriented technology use is associated with, but not equivalent to, self-reported digital etiquette. Because the study was cross-sectional, relied on single-source self-report data, and showed an upper-range concentration in digital etiquette scores, the results should be interpreted as exploratory and correlational rather than causal.
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Improving Professional Speech Culture of Prospective Philology Teachers through Digital Technologies
(Richtmann Publishing, 2026-07-05)
Gulnara Meirbekova
;
Assylbek Meiirbekov
;
Zharkinbyke Suleimenova
;
Gulimzhan Zhylkybay
Higher education places a high priority on helping prospective philologist-teachers develop their professional speech culture, but there is currently little data on scalable, low-cost approaches. This study investigated whether short podcast-style digital-storytelling assignments were associated with improvements across four dimensions of prospective philology teachers’ professional speech culture. Parallel intact sections were used in a quantitative, quasi-experimental pretest–posttest design. The control group tackled the same subjects through traditional exercises, while the DS group finished podcast tasks with a concentrated feedback-revision cycle. Two trained raters who were blind to group used a four-criterion analytical rubric to evaluate performance on the baseline and post-test. Additionally, students completed a 12-item self-report questionnaire aligned with the same four components at both time points. Analysis of covariance using the corresponding pre-test scores as covariates showed higher adjusted post-test scores for the experimental group across all four components. The largest effects were observed for Professional Style (partial ?² = .20) and Structure (partial ?² = .18), followed by Audience Focus (partial ?² = .08) and Diction (partial ?² = .07). The findings suggest that a lightweight DS workflow may support meaningful improvements in professional speech culture within a single course cycle. Received: 13 March 2026 / Accepted: 25 June 2026 / Published: July 2026

Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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