Eurasia Journal of Mathematics Science and Technology Education

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Bridging biotechnology and sustainability: An inquiry-based STEM activity using enzyme-assisted pectin extraction
(Modestum Limited, 2026-09-26)
BAKHYTZHAN TEMIRKHAN
;
Zhumagulova Kalampyr
;
Tolegen Dosmail
;
Assem Abiltayeva
;
Masimzhan T. Velyamov
The growing emphasis on integrated STEM education and education for sustainable development calls for authentic classroom experiences that connect biotechnology, quantitative reasoning, and real-world environmental issues. This study presents and examines an inquiry-based instructional activity in which students conducted enzyme-assisted pectin extraction from carrot pomace within a food waste valorization framework. Implemented in a regular classroom setting, the activity was designed to engage students in authentic scientific practices, including experimental design, data collection, quantitative analysis, and evidence-based interpretation. Student worksheets which included calculations, graphical outputs, and written reflections, were analyzed to evaluate procedural feasibility, STEM skill development, and conceptual understanding of enzyme function. Findings indicate that students were able to successfully perform the biotechnology procedure under typical classroom constraints while demonstrating meaningful engagement with data literacy, graphing, and experimental reasoning. Hands-on interaction with visible biochemical outcomes appeared to reduce the abstractness of enzyme concepts and support deeper understanding. Importantly, situating the activity within a sustainability context promoted environmental awareness and showed the value of waste-to-value thinking. The study contributes a practical and promising classroom model that bridges biotechnology instruction, integrated STEM practices, and sustainability education. Implications for classroom implementation and future research are discussed.
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Assessment of artificial intelligence literacy of preschool administrators in Kazakhstan
(Modestum Limited, 2026-02-03)
Sandugash S. Komekova
;
Agima A. Makhanbetova
;
Aigul I. Akhmetova
;
Gulbarshyn Sh. Yernazarova
;
Yücel Gelişli
This study aims to determine the current state of artificial intelligence (AI) literacy among preschool administrators in Kazakhstan and evaluate its implementation in science, technology, engineering, and mathematics (STEM) contexts. In this study, a correlational survey design within the scope of quantitative methods was employed. The sample consisted of 328 administrators working in different regions, who responded to online forms. Personal information form, AI literacy scale, and AI STEM leadership scale were used as data collection tools in the research. Data were collected during September and October 2025. Analysis was performed using independent samples t-test, ANOVA test, Mann Whitney U test and hierarchical regression. This study reveals that preschool administrators in Kazakhstan possess moderate-to-high awareness of AI technologies, yet significant variations exist in their competency levels. The findings demonstrate that practical usage and critical evaluation skills are the most critical factors for successful STEM integration. The pronounced effect of demographic variables such as gender, education level, and years of service on AI literacy emphasizes that technology adoption in educational leadership is a complex process requiring tailored intervention programs for different administrator groups. The widespread use of general-purpose tools like ChatGPT alongside limited adoption of education-specific technologies indicates that administrators are navigating the AI landscape independently without adequate institutional guidance and strategic frameworks. In this context, targeted professional development programs should be designed for groups with lower AI literacy levels, and systematic training on the introduction and use of education-specific AI tools should be organized. Furthermore, institutional strategic frameworks and guidance mechanisms for AI integration need to be established, and longitudinal research examining the relationship between administrators’ AI literacy and classroom-level STEM outcomes should be conducted.

Eurasia Journal of Mathematics Science and Technology Education

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