Voprosy Obrazovaniya/ Educational Studies Moscow

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Factors Facilitating and Impeding Women’s Retention in Math-Intensive STEM Fields
(National Research University – Higher School of Economics, 2025-04-01)
Ainur Almukhambetova
;
Aliya Kuzhabekova
;
T. Kim
Increasingly, there has been a notable lack of female representation in math-intensive STEM fields, such as engineering, geosciences, mathematics, computer science, and physics. This issue persists despite the growing number of women graduating in STEM disciplines. Enhancing the number of women who complete their education and work in STEM sectors is a critical task. To address this issue effectively, it is crucial to understand the factors responsible for the underrepresentation of women, both among STEM students and within the workforce. This qualitative study explores the experiences of female undergraduate students enrolled in math-intensive STEM programs at universities to understand the factors contributing to the underrepresentation of women in STEM fields within the context of Kazakhstan. The analysis based on 29 interviews highlights a range of personal, distal, and proximal factors that may significantly influence the retention of women in math-intensive STEM fields. Furthermore, this article offers several recommendations to promote and support women’s involvement in STEM.
Цитирования (OpenAlex) 2
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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.

Voprosy Obrazovaniya/ Educational Studies Moscow

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