Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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Язык: АнглийскийТема: search.filters.subject.digital literacy

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    FORMATION OF DIGITAL COMPETENCIES IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE BIOLOGY TEACHERS
    (2023-08-30)
    Aidana Aubakir
    ;
    A.D. Maimataeva
    ;
    S.V. Sumatokhin
    ;
    D.U. Seksenova
    возможностями, а также обеспечению нуждающихся социальным жильем, строительству социально важных объектов, таких как детские сады, детские площадки и физкультурно-оздоровительные комплексы.В копилку добрых дел Фонда «Халык» можно добавить оказание помощи детскому спорту, куда относится поддержка в развитии детского футбола и карате в нашей стране.Жизненно важную помощь Благотворительный фонд «Халык» оказал нашим соотечественникам во время недавней пандемии COVID-19.Тогда, в разгар тяжелой борьбы с коронавирусной инфекцией Фонд выделил свыше 11 миллиардов тенге на приобретение необходимого медицинского оборудования и дорогостоящих медицинских препаратов, автомобилей скорой медицинской помощи и средств защиты, адресную материальную помощь социально уязвимым слоям населения и денежные выплаты медицинским работникам.В 2023 году наряду с другими проектами, нацеленными на повышение благосостояния казахстанских граждан Фонд решил уделить особое внимание науке, поскольку она является частью общественной культуры, а уровень ее развития определяет уровень развития государства.Поддержка Фондом выпуска журналов Национальной Академии наук Республики Казахстан, которые входят в международные фонды Scopus и Wos и в которых публикуются статьи отечественных ученых, докторантов и магистрантов, а также научных сотрудников высших учебных заведений и научно-исследовательских институтов нашей страны является не менее значимым вкладом Фонда в развитие казахстанского общества.С уважением, Благотворительный Фонд «Халык»!БАС РЕДАКТОР: ТҮЙМЕБАЕВ Жансейіт Қансейітұлы, филология ғылымдарының докторы, профессор, ҚР ҰҒА құрметті мүшесі, Әл-Фараби атындағы Қазақ ұлттық университетінің ректоры (Алматы, Қазақстан
    Цитирования (OpenAlex) 1Цитирования (OpenCitations) 1
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    Shaping digital communication culture in prospective teachers: The role of digital etiquette training in Kazakhstan
    (2025-02-24)
    Ulzharkyn M. Abdigapbarova
    ;
    Aigul Syzdykbayeva
    ;
    Elmira A. Aitenova
    ;
    Sabira Nishanbayeva
    ;
    Saniya Nurgaliyeva
    This study examines the impact of digital etiquette training on the development of a digital communication culture among future teachers by providing new perspectives and access to scientific knowledge in the field of digital etiquette. A mixed-methods approach was used both before and after the test. The study included 115 respondents. The preliminary testing between the groups showed that both groups were at the same level in terms of communicative culture indicators. Additionally, participants had no prior knowledge of digital etiquette. An authors' program was created specifically for the course and implemented to help students become more skilled with technology. A set of measures was carried out to develop a digital communicative culture through the means of netiquette and the introduction of technology for individualization and personalization of learning. This study found the impact of digital etiquette on the development of a digital communication culture in future teachers by providing new perspectives and access to scientific knowledge in the field of digital etiquette, as well as the practical application of this knowledge to support cultural digital interaction.
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    Innovative methods of teaching the short story genre in the context of digitalization of education: A cross-sectional study of students in Kazakhstan
    (International University of Sarajevo, 2025-04-09)
    Shynar Umirkhanova
    ;
    Gibadat Orynkhanova
    ;
    Zhanna Aitzhanova
    ;
    Zhanat Orynkhanova
    The article is aimed at the development and implementation of innovative methods of teaching a short story as a literary genre with the use of digital instruments. The research suggests using a cross-sectional study based on descriptive methodology and comparative analysis. The study was set up at the Kazakh National Women’s Teacher Training University and included 68 participants (38 in the experimental group and 30 – in the control group). The results found that digital tools are widely used to teach a short story as a literary genre. The effective methods to teach a short story as a literary genre are the following: debate and interactive discussion through online platforms, writing exercises, role-playing and simulation, problem-based tasks, thematic mind mapping, comparative study, collaborative projects, video lectures, and peer learning. Besides, it was proved that a short story is an efficient educational tool and contributes to the improvement of the professional skills of future philologists. They refer to analytical skills, critical thinking, creativity, digital literacy, emotional intelligence, cross-cultural competence, communicative skills, creative writing, and textual analysis. The experiment resulted in the development of recommendations for teaching the short story as a literary genre at the institutional, pedagogical, technological, linguistic, and psychological tiers. In conclusion, innovative methods based on digital tools enhance the process of teaching a short story as a literary genre and contribute to the training of philological students.
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    Adaptation of pedagogical approaches to the implementation of intelligent systems in the educational process
    (International University of Sarajevo, 2025-04-23)
    Iryna Kuchynska
    ;
    Орлов Олександр Іванович
    ;
    Алла Петрівна Кобися
    ;
    Larysa Kutsak
    ;
    Алия Керимбековна Есельбаева
    Interactive systems play an essential role in the modern educational system, but the issue of their optimization remains under-researched. Research purpose. The article aims to analyze the attitudes of teachers and students to the introduction of intelligent systems in the educational process, as well as to identify the main approaches to adapting pedagogical methods and key barriers. Research method. A purposive sample was used to include participants. Two groups were selected: students and teachers (60 participants in total). The main instrument in the study is a cross-sectional survey. Survey period: October – November 2024. Results. The findings show that intelligent learning technologies are known to all participants in the educational process: 32% actively use them, 52% are partially familiar with them, and only 14% determined that they rarely use them. Their effectiveness is undisputed, and their prospects are associated with increasing teaching efficiency. Among the problems in use are the lack of digital literacy, unresolved ethical issues, digital threats, and lack of necessary infrastructure. Recommendations are offered: increasing the motivational component, conducting special courses and training for teachers and students, improving technical support, and overcoming the shortcomings of the legislative framework. Conclusions. An essential potential of intelligent systems is their capabilities in gamification, blended learning, project-based learning, and the use of interactive lectures and seminars. The conclusions indicate that further adaptation of existing pedagogical approaches will require interactivity and adaptability.
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    Development of the digital communication culture of prospective teachers based on digital etiquette training in the context of Kazakhstan
    (2025-09-12)
    Ulzharkyn M. Abdigapbarova
    ;
    Aigul Syzdykbayeva
    ;
    Elmira A. Aitenova
    ;
    Sabira Nishanbayeva
    ;
    Saniya Nurgaliyeva
    This study examines the impact of digital etiquette training on the development of a digital communication culture among future teachers by providing new perspectives and access to scientific knowledge in the field of digital etiquette. A mixed-methods approach was used both before and after the test. The study included 115 respondents. The preliminary testing between the groups showed that both groups were at the same level in terms of communicative culture indicators. Additionally, participants had no prior knowledge of digital etiquette. An authors' programme was created specifically for the course and implemented to help students become more skilled with technology. A set of measures was carried out to develop a digital communicative culture through the means of netiquette and the introduction of technology for individualization and personalization of learning. This study found the impact of digital etiquette on the development of a digital communication culture in future teachers by providing new perspectives and access to scientific knowledge in the field of digital etiquette as well as the practical application of this knowledge to support cultural digital interaction.
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    Integration of Digital Technologies in Geography Education: Developing Students’ Analytical and Spatial Thinking Skills
    (Ahmet Yesevi University, 2025-09-30)
    С.Т. Жорабай
    ;
    Yerdaulet Askarbekovich Tulegenov
    ;
    Şenay Güngör
    This study addresses the pressing need to enhance students’ subject-related abilities through the strategic integration of digital technologies in contemporary education. The purpose of the research is to explore effective approaches for improving students’ knowledge, skills, and competencies within the context of geography instruction using digital tools. The research methodology was based on theoretical analysis. In addition, domestic and international practices were compared through meta-analysis. The effectiveness of digital technologies was evaluated. Survey methods were used to collect data, and the results were analyzed using mathematical and statistical methods. It was found that the use of digital technologies has a positive impact on the educational process. The Z-value was 7.731, with a p-value of < 0.001. If we take the alpha value as 0.050, the null hypothesis is rejected. When calculating the t-statistic, the value was t = 3.3130, with degrees of freedom df = 103. The p-value was 0.001, which is less than 0.05, indicating a statistically significant difference between the two groups. The research results showed that the use of digital technologies in geography lessons contributes to the development of students’ spatial thinking, map-reading, and analytical skills, and highlights the importance of enhancing their digital literacy.
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    Scientific foundations and practice-driven impact of interactive cognitive tools in integrating education and cultural identity within the context of educational transformation
    (Frontiers Media, 2026-09-23)
    Кадирбаева Дидар Артыкбаевна
    ;
    Amanay Myrzabayev
    ;
    Kulash Mamirova
    ;
    Elmira Kuandykova
    ;
    Svetlana Yerekeyeva
    Introduction This study analyses the scientific foundations and practical impact of interactive cognitive tools in integrating knowledge and cultural identity within the context of educational transformation. Drawing on the ICAP and TPACK models, the study treats interactive tools not merely as technological add-ons but as epistemologically significant mediators that foster cognitive engagement, collaborative knowledge construction, and culturally context-sensitive learning. Methods A convergent mixed-methods design was used, combining a bibliometric analysis of scientific literature from 1988 to 2025 with an empirical study based on a four-week Collaborative Online International Learning (COOIL) project involving students from Kazakhstan ( n = 32) and Uzbekistan ( n = 37). Results The quantitative results showed no statistically significant difference in overall academic achievement between the two groups ( p > .05), and a high level of inter-rater agreement ( κ = 0.84). Survey and focus-group data demonstrated that interactive cognitive tools significantly enhanced learners' intercultural communicative competence, digital literacy, and reflective understanding of cultural identity. Three key pedagogical mechanisms were identified as contributing to the formation of cultural identity: comparative cultural teaching, multimodal creative product development, and asynchronous intercultural dialogue. Discussion The findings highlight a persistent gap between technology adoption and culturally sensitive pedagogy, indicating the need to reconsider digital transformation beyond a technocentric perspective. Overall, this work contributes to an integrative conceptual framework that positions cultural identity as a structural component of transformative digital pedagogy, with implications for curriculum development, teacher training, and international educational collaboration.