Frontiers in Education

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2504-284X

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Frontiers Media

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Scientific and methodological foundations for integrating remote sensing (RS) data into school geography
(Frontiers Media, 2026-03-13)
Shakhislam Uzakbaevich Laiskhanov
;
Zhanbolat Nurmagambetuly
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Kulyash Duisenbaevna KAIMULDINOVA
;
Duman Toktaruli ALIASKAROV
;
Erzhan Abikbaev
In the era of digital transformation, the application of remote sensing (RS) data in geography education and its effective integration into the teaching and learning process has become one of the pressing educational challenges, particularly in fostering students’ spatial thinking competencies. The purpose of the study is to identify the possibilities of incorporating RS data into school geography, to develop an effective teaching methodology based on its application, and to test it in practice. The research employed a review of international publications, surveys, correlation and comparative statistical analysis, modeling, analysis of regulatory documents, and pedagogical experimentation. The survey involved 124 geography teachers from different regions of Kazakhstan, while the experimental study included 52 eleventh-grade students from one secondary school selected through random sampling (26 students in the experimental group and 26 students in the control group). The survey results revealed that 62% of teachers use satellite imagery during lessons; however, 69% of them utilize RS data primarily for visualization purposes. The results of the pedagogical experiment demonstrated that the average academic achievement of students in the experimental group increased by 18.2%, whereas the improvement in the control group was 3.6%. Furthermore, the use of RS data positively influenced students’ geospatial thinking, research skills, and analytical abilities. The study further established that the structural-content model of RS-based teaching materials developed as a result of the research can contribute to improving existing methodologies. The proposed model is designed to modernize school geography curricula, enhance teachers’ methodological capacity, improve students’ learning outcomes, and promote geospatial literacy. The findings of the study demonstrate that the systematic integration of RS data into school geography education can serve as a scientific and methodological foundation for modernizing educational content, fostering students’ contemporary scientific and technological competencies, and improving the overall quality of geographic education.
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Procedural feedback lock-in in laboratory education: a micro–meso–macro analysis of feedback practices
(Frontiers Media, 2026-08-05)
Mukhametkali Musagalievich Mataev
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Ayşe YALÇIN ÇELİK
;
Moldir Rashidovna Abdraimova
;
Bagdara Mukatay
;
Marzhan Nurbekova
Feedback is increasingly conceptualised as a dialogic and socio-culturally embedded process; however, little is known about how feedback practices operate across structural levels in laboratory-based higher education contexts. This study investigates how feedback is enacted across micro-, meso-, and macro-level dimensions of feedback culture in undergraduate chemistry laboratory courses within a Kazakhstani university. A qualitative case study design was employed, combining naturalistic classroom observations and semi-structured interviews. Data were collected from three laboratory instructors and 40 undergraduate students across twelve observed laboratory sessions (approximately 24 contact hours), supplemented by interviews with 3 instructors and 3 students. Observation and interview data were analysed using a hybrid deductive–inductive thematic approach guided by feedback literacy frameworks. Findings indicate that feedback was frequent but predominantly enacted at the micro level as immediate procedural correction supporting task completion and laboratory safety. Meso-level feedback processes such as reflection, feedforward, and continuity across sessions were weakly structured, while macro-level structural support for feedback was limited. These cross-level conditions produced a stable configuration conceptualised as procedural feedback lock-in, whereby corrective feedback becomes normalised despite pedagogical intentions toward developmental learning. The study contributes to feedback culture scholarship by extending feedback literacy research into laboratory-based STEM education and offering analytically transferable insights for strengthening feedback design in practice-intensive higher education environments.
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Correction: Scientific and methodological foundations for integrating remote sensing data into school geography
(Frontiers Media, 2026-04-17)
Шахислам Лайсханов
;
Zhanbolat Nurmagambetuly
;
Kulyash Duisenbaevna KAIMULDINOVA
;
Duman Toktaruli ALIASKAROV
;
Erzhan Abikbaev
A correction refers to a change to their article that the author wishes to publish after publication. The publication of this article is subject to Frontiers' editorial approval.Instructions:• Please read through all the templates before choosing • Pick the most relevant text template(s) from the following page and delete all others.• Edit the text as necessary, ensuring that the original incorrect text is included for the record, please see the below. • Please do not use any extra formatting when editing the templates, and only modify the red text unless absolutely necessary • Submit to Frontiers following the instructions on this page.When the original text contained incorrect information, to preserve the scientific record, please include that text when editing the below templates. For example:There was a mistake in the Funding statement, an incorrect number was used.The correct number is "2015C03Bd051.". The publisher apologizes for this mistake.The original version of this article has been updated. Correction: Scientific and methodological foundations for integrating remote sensing (RS) data into school geographyCorrection on: Laiskhanov S, Nurmagambetuly Z, Kaimuldinova K, Aliaskarov D, Abikbaev E and Bopiyeva A ( 2026) Scientific and methodological foundations for integrating remote sensing (RS) data into school geography. Front. Educ. 11:1768464. doi: 10.3389/feduc.2026.1768464 In the published article, there was a mistake in the Funding statement. The funding information was incorrectly displayed.The correct Funding statement is:The authors declare that financial support was received for the research and/or publication of this article. This study was funded by the Ministry of Science and Higher Education of the Republic of Kazakhstan under grant project IRN AP23487595, entitled "Preparation of methodological developments aimed at developing skills in the use of remote sensing (RS) materials in school geography." The article processing charge (APC) was also funded by this grant.The original version of this article has been updated.End of template. If you would like to request a correction for a reason not seen here, please contact the journal's editorial office.
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Fostering emotional intelligence and self-regulation in gifted high school students: experimental evidence from a soft skills development program
(Frontiers Media, 2026-01-12)
A.E. Mukhametkairov
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Berik Matayev
;
Assemgul Kalimova
;
Meruyert Erkinovna Utegenova
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Л. Ә. Ибраймова
Introduction Gifted adolescents often receive extensive cognitive enrichment, while their emotional and self-regulatory development remains underrepresented in school programs. This study examined whether socio-emotional and self-regulatory skills can be effectively developed through a structured soft skills intervention for gifted high school students. Methods A seven-week soft skills program was implemented with 96 gifted students aged 15–16 in Kazakhstan. Participants were randomly assigned to an experimental group ( n = 48), which engaged in reflection, empathy, and time-management activities, and a control group ( n = 48), which continued regular instruction. Emotional intelligence, self-regulation, motivation, and communication skills were assessed using validated psychometric scales and expert observations (Cronbach’s α = 0.80–0.91). Data were analyzed using t-tests and ANCOVA. Results The experimental group demonstrated statistically significant improvements compared to the control group ( p < 0.001), particularly in emotional intelligence and self-regulation, with large effect sizes (η 2 = 0.59–0.68). Expert evaluations also indicated increased emotional awareness, communication competence, and leadership behaviors among participants of the intervention. Discussion/conclusion The findings indicate that socio-emotional and self-regulatory competencies in gifted adolescents can be effectively enhanced through structured experiential learning. The proposed program offers a practical and scalable framework for integrating soft skills training into secondary education curricula for gifted learners.
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Transforming research methodologies in teacher education: a systematic comparative review of global trends and the Kazakhstani experience
(Frontiers Media, 2026-05-28)
Айман Берикханова
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Fatima Assilbayeva
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Л.О. Сарсенбаева
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Zhanar Ibraimova
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Gulsara Berikkhanova
Global transformations in education, including digitalization, sustainability-oriented learning, and practice-based pedagogical innovation, have intensified interest in research-oriented teacher education. This study presents a systematic review of international and Kazakhstani literature on research methodologies in teacher education, with the aim of identifying dominant methodological approaches, comparing thematic and conceptual priorities across contexts, and clarifying the role of Action Research within this broader landscape. The review was conducted in accordance with PRISMA principles and drew on publications from the journal Education Sciences indexed in Scopus and from Kazakhstani journals recommended by the Committee for Quality Assurance in Science and Higher Education of the Ministry of Science and Higher Education of the Republic of Kazakhstan. The analysis combined quantitative screening, thematic coding, and comparative synthesis. The findings show that international literature conceptualizes research activity primarily as reflective, inquiry-based, and practice-oriented, while Kazakhstani studies more often frame it as a strategic and institutional priority linked to the modernization of teacher education. Across both contexts, Action Research emerges as a significant, though not exclusive, methodology for connecting reflection, inquiry, and professional change. The study contributes to current scholarship by offering a comparative analytical synthesis of research-oriented approaches in teacher education and by identifying conceptual and methodological gaps relevant to the further development of teacher education in Kazakhstan.
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Features of the development of research competence in future special education teachers
(Frontiers Media, 2025-08-29)
Gulnur Yerzhanova
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Akbota Autayeva
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Bagdat Mazhinov
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Mira Iralina
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Sabira Nishanbayeva
Introduction Developing research competence is essential for future special education teachers to effectively analyze educational practices, conduct pedagogical research, and innovate teaching strategies for children with special educational needs. This study aimed to examine methods for enhancing research skills among students in special education programs at universities in Kazakhstan. Methods A quasi-experimental research was conducted at two Kazakh universities: Abai Kazakh National Pedagogical University (Almaty) and I. Zhansugurov Zhetysu University (Taldykorgan). The study involved 122 third-and fourth-year students specializing in special education, who were randomly divided into an experimental group (n = 62) and a control group (n = 60). The experimental group participated in an elective course titled “Research Competencies in Special Education” and activities organized by the “Young Scientists Club.” Data collection employed a combination of quantitative and qualitative methods, including pedagogical experiments, surveys, standardized tests, and expert assessments. Statistical analyses were conducted using SPSS software with Student’s t-test to assess differences between groups. Results The experimental group exhibited statistically significant improvements (p < 0.01) compared to the control group in their ability to identify research questions, select appropriate methodologies, analyze data, and apply scientific approaches to practical tasks. Post-intervention assessments indicated that research skills in the experimental group improved markedly (average scores increased from 57.41 to 82.37%). Additionally, students reported higher motivation and confidence in using research methods. Discussion The results confirm that integrating targeted educational interventions, combining theoretical coursework and practical research experiences, effectively enhances research competence in future special education teachers. The elective course and participation in the academic club created conditions conducive to active learning and independent research practice. These findings support broader adoption of structured research-based curricula within special education teacher training programs to cultivate critical thinking and evidence-based pedagogical skills.
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Quantitative analysis of students' errors in the interpretation of hydronyms: linguocognitive difficulties in learning the hydronymic system of Western Kazakhstan
(Frontiers Media, 2026-04-28)
Akmaral Dautkulova
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Gulmira B. Madiyeva
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Maxot Rakhmetov
;
Yussup Parkhat
This study presents a quantitative analysis of errors in the perception and interpretation of hydronyms by university students in Western Kazakhstan. The aim of the study is to identify the types of errors that occur when students interpret hydronymic units and to reveal the cognitive difficulties underlying these errors. The study involved 120 university students who had previously completed courses in linguistics, cognitive onomastics, and regional geography. The main attention is paid to the analysis of errors in the perception of hydronyms in four analytical aspects: similarity of hydronyms, contextual perception of hydronyms, perceptual errors, and incorrect associative interpretations of hydronyms. Errors are classified into three types: inattentive errors, cognitive errors, and interpretative errors. The results showed that most of the errors are related to cognitive difficulties in interpreting the meanings of hydronyms and perceiving them in context. Problems also arise due to the inattention of students, which leads to errors in the analysis of similar hydronyms and their combinations. The greatest number of errors is observed in the perception of hydronyms with different origins, historical context and cultural significance. It is important that students have a clear understanding of both procedural and conceptual knowledge in order to successfully interpret hydronyms and use them correctly in context. Recommendations for teachers include the need to focus on the accuracy of the perception and interpretation of hydronyms, as well as on the prevention of errors that may disrupt the correct understanding of the cultural and historical significance of hydronyms in the educational process. The findings contribute to a deeper understanding of how students cognitively process hydronymic information and provide pedagogical insights for improving onomastic education in higher education.
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Scientific and methodological foundations for teaching physicochemical analysis methods in continuous chemical education: a scoping review
(Frontiers Media, 2026-09-28)
Altynkul Toibazarova
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Karima Arynova
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Nursulu Zhussupbekova
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E. A. Nazarov
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G. T. Balykbayeva
Background Rapid technological advancement, digitalization of analytical instrumentation, and the growing demand for interdisciplinary competence have significantly transformed the role of analytical chemistry in science and industry. These changes necessitate a systematic reconsideration of how physicochemical analysis methods are taught within continuous chemical education. Objective This scoping review aimed to map and systematize the structural components of modern analytical chemistry education, identify dominant pedagogical approaches, and conceptualize their functional interrelationships within an integrated educational framework. Design/methods The study was conducted as a scoping review in accordance with PRISMA-ScR guidelines. A comprehensive search was performed in Scopus, Web of Science, ScienceDirect, ACS Publications, SpringerLink, and RSCI (eLIBRARY.ru), covering publications from 1975 (the earliest eligible record retrieved) to 2024. Eligible studies addressed pedagogical, curricular, or methodological aspects of teaching analytical chemistry or physicochemical analysis methods. Extracted data were analyzed using qualitative thematic synthesis and conceptual mapping to identify recurring educational components and trends. Results The analysis revealed a consistent shift from method-centered instruction toward competence-oriented and system-based educational models. The most frequently reported components included integration of theoretical principles with laboratory practice, problem-based and research-oriented learning, incorporation of digital tools and chemometrics, emphasis on metrology and data interpretation, and increasing attention to sustainability and green analytical chemistry. The evidence indicates a transition from isolated presentation of analytical techniques to structured training focused on analytical thinking, decision-making, and interpretation of complex data. Conclusions Modern analytical chemistry education is evolving toward an integrated, interdisciplinary, and competence-driven model that prioritizes conceptual understanding, information processing, and real-world problem solving. The structural framework identified in this review may support curriculum development, modernization of laboratory courses, and alignment of educational programs with contemporary scientific and industrial demands.
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Fostering critical thinking in learning outcomes of Kazakhstan initial teacher education
(Frontiers Media, 2025-06-13)
Кабышева Марина Ивановна
The integration of critical thinking into initial teacher education programs is crucial to achieving the United Nations' Sustainable Development Goals, particularly SDG 4, as teachers play a pivotal role in fostering this essential competency. This study employs computer algorithms to analyze how Kazakhstani educational program developers incorporate critical thinking into learning outcomes. The data sources include Russian-language versions of all active bachelor's degree teacher education programs in Kazakhstan. A first-in-kind mapping was constructed linking Russian verbs to Bloom's Taxonomy cognitive skill levels for this analysis. The methodological approach utilizing automated verb frequency analysis offers a practical tool not only for initial evaluation but also for ongoing, repeatable assessments of curricula. The findings indicate that while direct mentions of “critical thinking” are present, and some higher-order thinking skill verbs are utilized, critical thinking remains modestly integrated into learning outcomes.
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Digital etiquette and belief-oriented technology use among Kazakhstani pre-service teachers: a cross-sectional survey
(Frontiers Media, 2026-06-04)
Nabat Issembayeva
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Динара Рамазанова
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Zulfiya Unerbayeva
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Ж. К. Куанышева
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Perizat B. Seiitkazy
Introduction Digital etiquette (netiquette) is a key component of digital citizenship, yet its behavioral profile and association with belief-oriented technology use remain underexamined in bilingual teacher-education contexts. This study examined Kazakhstani pre-service teachers' self-reported digital etiquette and belief-oriented technology use, evaluated the factorial structure and language equivalence of the adapted measures, and explored whether digital etiquette was associated with instructional-technology course completion and selected background variables. Methods A quantitative cross-sectional survey was conducted in Winter 2024–2025 with 300 students from two Kazakhstani universities. Data were collected using Kazakh and Russian versions of the questionnaire. Confirmatory factor analysis was used to evaluate the measurement structure, multi-group CFA was conducted to test language invariance, and correlational and regression-based analyses examined associations among digital etiquette, belief-oriented technology use, instructional-technology course completion, GPA, year of study, and gender. Results Confirmatory factor analysis supported a two-factor structure with acceptable fit (CFI = .95, RMSEA = .06), and multi-group CFA indicated scalar invariance across language versions. Participants reported high digital etiquette (M = 4.47, SD = 0.41) and belief-oriented technology use (M = 4.30, SD = 0.48). Digital etiquette was positively associated with belief-oriented technology use (Spearman's rs = .53, 95% CI [.45, .60], p < .001). After adjustment for GPA and year of study, instructional-technology course completion was not associated with higher digital etiquette (ΔR 2 = .003; ANCOVA p = .142), and gender differences were negligible. Discussion The findings provide bilingual measurement evidence from Kazakhstan and suggest that belief-oriented technology use is associated with, but not equivalent to, self-reported digital etiquette. Because the study was cross-sectional, relied on single-source self-report data, and showed an upper-range concentration in digital etiquette scores, the results should be interpreted as exploratory and correlational rather than causal.
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