Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

Постоянный URI для этого сообществаhttps://cris.qyzpu.kz/handle/123456789/1

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Язык: АнглийскийТема: search.filters.subject.artificial intelligence in education

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    Тип записи:Публикация,
    Application of The Virtual Reality Headsets to Enhance Physics Laboratory Work: A Case Study from IITU
    (Elsevier BV, 2026-01-01)
    Symbat Nurakhmetova
    ;
    Yevgeniya A. Daineko
    ;
    K. B. Baigisova
    ;
    Aigerim Shapiyeva
    ;
    Gulbanu Abdramanova
    The article presents a study on the effectiveness of integrating modern digital technologies into the teaching of general physics for IT students, based on the example of the International Information Technology University (IITU) in Almaty, Kazakhstan. Special attention is given to the use of blended learning technologies in combination with artificial intelligence–supported instructional tools and immersive solutions based on virtual reality [1]. The pedagogical approaches discussed include multimodal interactive materials, adaptive digital resources, automated generation of learning tasks, as well as the use of Virtual Reality (VR) headsets to visualize complex physical processes and enhance student engagement. The conducted analysis demonstrates that the combination of a VR environment, Artificial Intelligence (AI) tools, and elements of blended learning contributes to increased attention, improved understanding of abstract concepts, and the development of critical and logical thinking, confirming the promising potential of integrating these technologies into the university educational process [2].
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    Тип записи:Публикация,
    METHODOLOGICAL SYSTEM OF TRAINING FUTURE INFORMATICS TEACHERS ON THE BASICS OF ARTIFICIAL INTELLIGENCE
    (2020-09-29)
    Г. И. Салгараева
    ;
    U. Zhumabaeva
    The article presents a methodological system for training future Informatics teachers on the basics of artificial intelligence. Currently, artificial intelligence is being used in various fields, from the presentation of knowledge to the development of expert systems, intellectual games and robotics tools. In this case, there is a problem of developing a methodological system for training future Informatics teachers based on elements of artificial intelligence in pedagogical educational institutions. This proposed to solve this problem using the method of problem-based learning and combining theory with practice from the point of view of critical thinking technology. Modern analytical platforms, intelligent training systems, and expert systems are used as training tools. The educational content of the basics of artificial intelligence is built on the basis of systematic, fundamental and interdisciplinary approaches. This made it possible to determine the goals of teaching future computer science teachers the basics of artificial intelligence, reveal the requirements for the formation of concepts in the field of artificial intelligence, identify the basic knowledge system that allows you to teach elements of artificial intelligence in a computer science course. The article describes the results of the implementation of the methodological system for training future computer science teachers on the basics of artificial intelligence in the educational process.
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    Importance, Popularity and Elements of Educational Platforms – A Study of the Opinions of Students from Poland, Ukraine and Kazakhstan
    (University of Silesia in Katowice, 2023-12-29)
    Małgorzata Przybyła‐Kasperek
    ;
    Kornel Chromiński
    ;
    Eugenia Smyrnova‐Trybulska
    ;
    Наталія Морзе
    ;
    Ainur Bazarbayeva
    This article presents a comparative international research study analyzing the opinions of students from Poland, Ukraine, and Kazakhstan regarding the importance, popularity, and elements of educational platforms in the field of computer science. The study employed the Kruskal-Wallis test for statistical analysis. The research questions addressed are as follows: RQ1: What are educational platforms in general, and which specific platforms are most popular among students from Poland, Ukraine, and Kazakhstan? RQ2: Which topics are most frequently searched for on educational platforms, and what motivates students from these countries to engage in learning through educational platforms? RQ3: How do students from Poland, Ukraine, and Kazakhstan evaluate the usefulness of different types of content posted on educational platforms, and do they use various platforms to share their code? Two hypotheses are proposed: firstly, that the country of origin of the student does not significantly affect the frequency of use of educational platforms, and secondly, that the country of origin does influence the choice of courses students are interested in on educational platforms. The most popular topics on these platforms are programming and computer networks, with students from Kazakhstan also displaying a keen interest in subjects related to artificial intelligence and computer graphics. Additionally, this study analyzes the conditions of learning and teaching in specialized modules at each university, including teacher requirements, curriculums, and the potential for practical implementation of new knowledge by students. Furthermore, the study examines course elements that are most essential to students, such as video recordings of lectures, tutorials/instructional videos, practical tasks, and solutions to tasks. The article concludes with a discussion and summary of the findings.
    Цитирования (OpenAlex) 4Цитирования (OpenCitations) 2
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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,
    STREAM PEDAGOGY RESEARCH: BIBLIOMETRIC ANALYSIS OF SCOPUS (2005-2025)
    (Zhetysu University, 2026-06-29)
    A. Omarkhanova
    ;
    Zh. Orynkhanova
    ;
    N. Seraliyeva
    ;
    D. Zharikbayeva
    This article presents a comprehensive bibliometric analysis of the evolution and current state of STREAM education within pedagogical research. It draws on data from the Scopus database from 2005 to 2025. The primary objective is to reveal key developmental trends and dominant themes in STREAM education, an interdisciplinary approach integrating science, technology, reading/writing, engineering, arts, and mathematics, within the context of modern pedagogy. Using the keywords 'pedagogy' and 'STREAM', the study examines 254 scientific documents after refining the initial search results. The analysis uses the Bibliometrix package in R Studio to generate insights through annual publication dynamics, keyword co-occurrence networks, thematic maps and country/affiliation distributions. The key findings reveal a significant increase in publications over the past decade, reflecting the growing global interest in STREAM as an extension of the STEM and STEAM models. Core research clusters highlight pedagogy, engineering education, digital and online learning, and the increasing importance of artificial intelligence. Geographic analysis indicates a concentration in leading academic nations, alongside limited but emerging international collaboration. The results provide a panoramic overview of the field's scientific landscape, emphasising its interdisciplinary nature and the potential for the further integration of digital tools. This study offers valuable guidance on future research directions, curriculum development and educational policy in STREAM pedagogy. Осы мақала Scopus дерекқорының 2005 жылдан 2025 жылға дейінгі мәліметтері негізінде педагогикалық зерттеулердегі STREAM-білім берудің эволюциясы мен қазіргі жағдайын жан-жақты библиометриялық талдауды ұсынады. Негізгі мақсат – ғылымды, технологияны, оқу/жазуды, инженерлікті, өнерді және математиканы біріктіретін межпәндік тәсіл ретіндегі STREAM-білім берудің даму үрдістерін, басым тақырыптарын және жалпы ғылыми құрылымын заманауи педагогика контекстінде анықтау. "Педагогика" және "STREAM" кілт сөздері арқылы алынған бастапқы нәтижелерді нақтылағаннан кейін 254 ғылыми құжат талданды. Талдау R Studio ортасындағы Bibliometrix пакеті көмегімен жүргізілді, оған жылдық жарияланымдар динамикасы, кілт сөздердің бірлесіп кездесу желілері, тақырыптық карталар, сондай-ақ елдер мен аффилиациялар бойынша бөлініс кіреді. Негізгі нәтижелер соңғы он жылдықта жарияланымдардың айтарлықтай өсуін көрсетеді, бұл STREAM-ға STEM және STEAM модельдерінің жалғасы ретіндегі жаһандық қызығушылықтың артуын куәландырады. Зерттеудің негізгі кластерлері педагогика, инженерлік білім беру, цифрлық және онлайн оқыту, сондай-ақ жасанды интеллектің өсіп келе жатқан рөлін атап өтеді. Географиялық талдау ғылыми белсенділіктің жетекші елдерде шоғырланғанын және халықаралық ынтымақтастықтың шектеулі, бірақ дамып келе жатқанын көрсетеді. Алынған деректер саладағы ғылыми құрылымның панорамалық көрінісін береді, оның межпәндік сипатын және цифрлық құралдарды одан әрі интеграциялау әлеуетін атап өтеді. Нәтижелер болашақ зерттеулер, оқу бағдарламаларын әзірлеу және STREAM-педагогика саласындағы білім беру саясаты үшін бағдар бола алады. Настоящая статья представляет всесторонний библиометрический анализ эволюции и современного состояния STREAM-образования в педагогических исследованиях на основе данных базы Scopus за период с 2005 по 2025 год. Основная цель – выявить ключевые тенденции развития, доминирующие темы и общую научную структуру STREAM-образования как междисциплинарного подхода, объединяющего науку, технологии, чтение/письмо, инженерию, искусство и математику, в контексте современной педагогики. С использованием ключевых слов "педагогика" и "STREAM" проанализировано 254 научных документа после уточнения исходного поиска. Анализ выполнен с помощью пакета Bibliometrix в среде R Studio, включая динамику ежегодных публикаций, сети совместного появления ключевых слов, тематические карты, а также распределение по странам и аффилиациям. Ключевые результаты демонстрируют значительный рост числа публикаций за последнее десятилетие, что свидетельствует о возрастающем глобальном интересе к STREAM как продолжению моделей STEM и STEAM. Основные кластеры исследований подчеркивают роль педагогики, инженерного образования, цифрового и онлайн-обучения, а также растущую значимость искусственного интеллекта. Географический анализ показывает концентрацию научной активности в ведущих странах с ограниченным, но развивающимся международным сотрудничеством. Полученные данные дают панорамный обзор научной архитектуры области, подчеркивая её междисциплинарный характер и потенциал дальнейшей интеграции цифровых инструментов. Результаты могут служить ориентиром для будущих исследований, разработки учебных программ и образовательной политики в сфере STREAM-педагогики.
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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.