Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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    Тип записи:Публикация,
    A systematic review of artificial intelligence in high school STEM education research
    (Modestum Limited, 2025-03-31)
    Aigul I. Akhmetova
    ;
    Damira Sovetkanova
    ;
    Komekbayeva Lyazzat
    ;
    Asan Abdrakhmanov
    ;
    Daniyar Yessenuly
    The use of artificial intelligence (AI) in STEM education is becoming increasingly important, as AI has the potential to change teaching and learning methods. However, no review studies focus on summarizing research on the use of AI in STEM education in high schools. For this reason, this study aims to systematically review research on the use of AI in STEM education in high schools. We considered research articles published in journals indexed in the Scopus database. The results show that participants ranged from 1 to 50 and researchers generally used a single-group experimental teaching method. In addition, our results showed that the researchers used a variety of AI technologies in the high school context. In addition, the results showed that many variables were used to promote students in STEM education through AI-based activities. Finally, almost all studies reported positive and significant effects on students’ cognitive or affective development. Overall, our findings from the review emphasize the importance of harnessing the potential of AI. More research is needed to assess learner outcomes and to conduct longitudinal studies with control or comparison groups to evaluate the long-term effects of AI interventions and establish causal relationships.
    Цитирования (OpenAlex) 24Цитирования (OpenCitations) 11
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    Тип записи:Публикация,
    Science learning for children with autism spectrum disorder: Systematic review
    (Modestum Limited, 2025-08-30)
    Zhanar A. Zhunussova
    ;
    Galiya A. Abayeva
    ;
    Г. С. Оразаева
    ;
    Kabdyrova Ainur Askarbekovna
    ;
    Anar Shokhambekova
    This study aims to systematically review science education research for students with autism spectrum disorder (ASD). Within the scope of the research, studies published between 2015 and 2024 were reviewed. Scopus, ERIC, and Web of Science databases were used for the review. The thorough investigation comprised fifteen studies. Most of the papers examined made advantage of single-subject research designs (56.25%). 31.25% of the studies took place in special education environments most of which. Out of all the sciences, life sciences (43.2%) was the most often researched field. Instructional durations were generally short (62.5% were 20 minutes or less) and frequent repetitions were made. Complete success was achieved in 66.7% of the interventions implemented. Technology-supported interventions and systematic teaching approaches were found to be particularly effective. Effect size analyses showed that most of the interventions were highly effective. Limitations of the studies include the use of lack of follow-up studies. Comparative studies in different cultures and larger samples are recommended for future research. Individualized, systematic and technology-supported interventions are important for students with ASD to be successful in science education.
    Цитирования (OpenAlex) 3Цитирования (OpenCitations) 2
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    Тип записи:Публикация,
    The role of network culture and digital etiquette in student learning: a systematic review
    (Russian State Vocational Pedagogical University, 2025-09-02)
    Aigul Syzdykbayeva
    ;
    Ulzharkyn M. Abdigapbarova
    ;
    Elmira A. Aitenova
    ;
    Ю.Б. Иминова
    ;
    Inkar Khassanova
    Introduction. The rapid advancement of digital technologies is transforming the educational environment, presenting new challenges for communication among participants in the educational process. University online communities are becoming central platforms for academic interaction, where the culture of network communication and digital etiquette play a crucial role in enhancing the effectiveness of learning and the professional development of students. Aim. This research aims to analyse the impact of network communication culture and digital etiquette on the effectiveness of students’ learning and professional development. Methodology and research methods. Materials were sourced from the Web of Science database, covering the period from 1975 to 2025. Based on the inclusion criteria, five key studies were selected and analysed, authored by researchers affiliated with universities in the USA, Taiwan, Sweden, Spain, and New Zealand. Results. The findings demonstrate an evolution from fundamental principles of network communication culture and digital etiquette to complex multimodal communication utilising artificial intelligence tools. This research reveals that effective online communication signifi-cantly impacts educational outcomes through three key mechanisms: (1) structured frameworks for digital interaction, (2) balanced integration of traditional and innovative communication methods, and (3) the development of professional digital competencies. Scientific novelty. The research findings confirm the importance of network communication culture and digital etiquette as key factors influencing the quality of the educational process within online communities and shaping the trajectory of students’ professional development in the digital era. Practical significance. The research materials can be utilised in the development of regulatory documents governing digital interactions within academic online communities of higher education institutions.
    Цитирования (OpenAlex) 1
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    Zeolites and Activated Carbons in Hydroponics: A Systematic Review of Mechanisms, Performance Metrics, Techno-Economic Analysis and Life-Cycle Assessment
    (Multidisciplinary Digital Publishing Institute, 2025-12-08)
    Dana Akhmetzhanova
    ;
    Aitugan Sabitov
    ;
    Yerlan Doszhanov
    ;
    Meiram K. Atamanov
    ;
    Karina Saurykova
    The sustainable operation of hydroponic systems depends on maintaining the chemical stability of circulating nutrient solutions and preventing the accumulation of toxic compounds. The accumulation of phytotoxic ammonium, heavy metals, and organic metabolites in recirculating nutrient solutions remains one of the key challenges limiting the efficiency, sustainability, and scalability of hydroponic cultivation. This review provides a comprehensive comparative analysis of zeolites, activated carbons (ACs), and their functionalized and composite forms as key sorbents for nutrient management, contaminant removal, and environmental safety in hydroponic cultivation. Natural zeolites, with their well-defined crystalline structure and high ion-exchange selectivity toward ammonium and heavy metal cations, enable effective NH4+/K+ balance regulation and phytotoxicity mitigation. ACs, characterized by high specific surface area and tunable surface chemistry, complement zeolites by offering extensive adsorption capacity for organic compounds, root exudates, and pesticide residues, thereby extending the operational lifespan of nutrient solutions and improving overall system performance. Further advancements include the integration of zeolites and ACs with two-dimensional (graphene, g-C3N4) and three-dimensional (MOF, COF) frameworks, yielding multifunctional materials that combine adsorption, ion exchange, photocatalysis, and nutrient regulation. Transition-metal modification, particularly with Fe, Mn, Cu, Ni, and Co, introduces redox-active centers that enhance sorption, catalysis, and phosphate stabilization. The comparative synthesis reveals that the combined application of zeolite- and carbon-based composites offers a synergistic strategy for developing adaptive and low-waste hydroponic systems. From a techno-economic and environmental standpoint, the judicious application of these materials paves the way for more resilient, efficient, and circular hydroponic systems, reducing fertilizer and water consumption, lowering contaminant discharge, and enhancing food security. This systematic review was conducted according to the PRISMA 2020 guidelines. Relevant studies were identified through Scopus, Web of Science, and Google Scholar databases using specific inclusion and exclusion criteria.
    Цитирования (OpenAlex) 5Цитирования (OpenCitations) 1
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    Professional burnout teachers of inclusive education: a systematic review and meta-analysis
    (2026-01-01)
    Perizat Parmankulova
    ;
    Imankulova Lb
    ;
    М. Н. Сыздық
    In recent years there has been a steady increase in research interest in the phenomenon of professional burnout of teachers, which underscores the relevance of this problem. The purpose of the study is to conduct a systematic review (SLR) of the scientific literature on the problem of professional burnout among teachers of inclusive education. A systematic review of the literature was conducted using preferred reporting elements for PRISMA systematic reviews and meta-analysis. As part of this st
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    Adaptation of Preschool Children with Special Educational Needs to an Inclusive Environment through Play: A Systematic Review
    (National Research University – Higher School of Economics, 2026-07-08)
    Kerimbayeva Rysty Kaldyhanovna
    ;
    Aigul Syzdykbayeva
    ;
    M.P. Ospanbayeva
    ;
    Ю.Б. Иминова
    The adaptation of preschool children with special educational needs to an inclusive educational environment represents a complex process of gradual adjustment of children with developmental disabilities to conditions of joint learning and upbringing with neurotypical peers. Adaptive mechanisms in children with special educational needs are characterised by increased complexity and require specialised pedagogical strategies that account for individual characteristics of cognitive, sensory, and socio-emotional development. The purpose of the research is to investigate the effectiveness of using play as a means of adapting preschool children with special educational needs to an inclusive educational environment. The research methodology is based on PRISMA principles with a search of publications in Web of Science, Scopus, and Google Scholar databases using key descriptors "kindergarten adaptation", "preschoolers with special educational needs", "inclusive environment", "play-based interventions" for the period 1975–2025. Strict inclusion and exclusion criteria were applied to ensure high quality of selected studies. From 2,880 initially identified records, 7 studies meeting the established relevance criteria were included in the final analysis. The results demonstrate consistent support for the effectiveness of play interventions for children with attention deficit hyperactivity disorder, severe speech impairments, and visual impairments. The greatest adaptive effect is achieved through socially-mediated play activities involving neurotypical peers and significant adults, promoting natural formation of inclusive relationships and mutual understanding within the children's group.
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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.
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    Developing interdisciplinary and meta-subject competencies in school geography: a systematic review of digital and mobile learning approaches
    (Frontiers Media, 2026-09-30)
    A. M. Sarsebayeva
    ;
    N. (Nurbol) Usenov
    ;
    Bakhadurkhan Sh. Abdimanapov
    ;
    Mukhamedrakhim Kursabayev
    ;
    Kulash Mamirova
    The integration of digital and mobile learning approaches into school geography has become an important direction of pedagogical innovation in recent years, however, how these approaches systematically develop interdisciplinary and meta-subject competencies remains insufficiently theorized and empirically developed. Although individual studies have demonstrated the pedagogical potential of geospatial technologies, mobile augmented reality, immersive virtual environments, and artificial intelligence-based platforms, no previous review has conducted a comprehensive, systematic analysis of this body of evidence, linking it to the cross-curricular and meta-subject competency frameworks that are central to the reform agenda for national and international curricula. The proposed study fills this gap through a systematic review conducted according to PRISMA 2020 requirements: Ninety-one peer-reviewed studies published between 2020 and 2025 were included, selected from the Scopus database, and the level of agreement among the experts was confirmed with a κ = 0.79. The results of the analysis showed that GIS-based research, mobile augmented reality, and AI-supported learning tools make a measurable contribution to competencies such as spatial thinking, metacognitive regulation, systemic reasoning, and critical argumentation. These competencies are central both in international geography curricula and in post-Soviet interdisciplinary concepts. However, a persistent “policy–competency gap” was identified: curricular ambitions for high-level interdisciplinary teaching are often undermined by structural constraints, an insufficient pedagogical scaffolding, and the lack of validated assessment tools. Theoretical frameworks for digital competence development, such as Falloon's Teacher Digital Competency model and Chiu and colleagues’ needs-supporting institutional model, are not sufficiently applied in the context of geography. Based on this synthesis, a conceptual model is proposed that systematizes the conditions for the targeted integration of digital and mobile learning approaches in school geography with the aim of developing interdisciplinary and transdisciplinary competencies, along with priority directions for future empirical research and curriculum design.