Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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

Просмотр

Фильтры

2023 - 20262

Настройки

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

Результаты поиска

Показано: 1 - 2 из 2
  • Загрузка...
    Изображение-миниатюра
    Некоторые метрики заблокированы вашими 
    настройками согласия
    Тип записи:Публикация,
    Digital technologies as an adaptive learning tool in higher education
    (EDP Sciences, 2023-01-01)
    Nazym Tekesbaeva
    ;
    Yaroslav Kultan
    ;
    А. Д. Онгарбаева
    ;
    Almazbek D. Ibraev
    ;
    Zhazira Yerimbetova
    Education in the modern society is in need for new and more efficient pedagogical technologies. The development of individual qualities becomes the most important mission of education. However, graduates of educational institutions for the most part do not have sufficiently formed personal qualities. It is necessary to create due conditions for the development of individual personality traits, such as: adaptation to life situations, acquiring knowledge independently, the ability to apply it in practice; being able to think critically, to identify problems and select the necessary solution rationally and competently; working competently with information; sociability, being able to work in a team. The relevance of the issue under investigation in the conditions of digital education becomes an important tool for extensive access to adaptive learning at higher educational establishments. The trends in adaptive learning systems will make it possible to transform the educational system, helping students to learn more efficiently. In order to achieve this goal, the following tasks need to be addressed: to make analysis of scholarly pedagogical literature focused on the adaptive learning model; to select and analyse the material for the realisation of the adaptive learning model.
    Цитирования (OpenAlex) 9Цитирования (OpenCitations) 6
  • Загрузка...
    Изображение-миниатюра
    Некоторые метрики заблокированы вашими 
    настройками согласия
    Тип записи:Публикация,
    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.
    Цитирования (OpenAlex) 2