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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2021 - 20264

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Тема: search.filters.subject.information literacy

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    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
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    ПРОБЛЕМЫ СФОРМИРОВАННОСТИ ИНФОРМАЦИОННОЙ КОМПЕТЕНТНОСТИ У СТУДЕНТОВ - БИОЛОГОВ ПЕДАГОГИЧЕСКОГО ВУЗА
    (2021-03-25)
    Г. Н. Бектемирова
    ;
    Rimma Izbassarova
    ;
    Н. С. Мамытова
    Currently, an important role is given to the formation of information competence on the basis of information activities with different sources of information: both traditional and electronic. Formation of information activity of the teacher is based on a wide range of information skills, so it is not enough to reduce them exclusively to the ability to use the computer as a technical means of training and the use of information and communication technologies in the educational process in biology. The key characteristics of information competence in a broad sense is the possession of universal methods of search (obtaining) information in the ever-expanding information field (the use of the Internet, electronic libraries, databases, etc.), selection, processing (analysis, synthesis, synthesis), storage and transmission of information. The process of formation of information activities, which began in school, continues and gradually becomes more complicated in the system of vocational education, does not stop after graduation, because the speed of development of the information society, the intensity of the introduction of new technologies in all activities requires a constant increase in the willingness of specialists to work in the information environment. The purpose of the study is to determine the level of readiness of students-biologists to perform various functional tasks of pedagogical activity and orientation in the information flow. For this purpose was the survey of students 2, 3 specialty courses 5В11300-Biology.
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    Formation of Information Culture in Visually Impaired Adolescents through Innovative Technologies
    (International Journal of Information and Education Technology, 2025-01-01)
    Shynar Ussenbayeva
    ;
    Butabayeva Laura Askarovna
    ;
    Aigerim Makhmetova
    ;
    Aigerim Chulembayeva
    ;
    Saule Bulabayeva
    This study explores the role of innovative technologies in supporting the autonomous development of information culture among adolescents with visual impairments—a population that frequently encounters limited access to digital literacy resources. The aim of the research was to evaluate the extent to which such technologies, particularly those incorporating artificial intelligence, contribute to the development of information literacy, critical thinking, and learner autonomy within this group. A total of 116 adolescents with varying degrees of visual impairment were divided into two groups: experimental and control. The experimental group engaged with adaptive AI-based educational tools, while the control group followed conventional instructional methods. ANOVA was employed to assess differences between groups, revealing that the experimental group significantly outperformed the control group: mean scores in information literacy were 78.3 versus 59.2, critical thinking skills reached 74.5 compared to 55, and learner autonomy was rated at 4.2 out of 5 versus 3.1. These findings underscore the potential of innovative technologies to foster a more inclusive and effective learning environment for adolescents with visual impairments.
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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.
    Цитирования (OpenAlex) 2