Frontiers in Education

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2504-284X

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Frontiers Media

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Teacher Education and...

Artificial Intelligen...

Science Education and...

Education, Achievemen...

EFL/ESL Teaching and ...

Публикации в журнале

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Features of the development of research competence in future special education teachers
(Frontiers Media, 2025-08-29)
Gulnur Yerzhanova
;
Akbota Autayeva
;
Bagdat Mazhinov
;
Mira Iralina
;
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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Digital etiquette and belief-oriented technology use among Kazakhstani pre-service teachers: a cross-sectional survey
(Frontiers Media, 2026-06-04)
Nabat Issembayeva
;
Динара Рамазанова
;
Zulfiya Unerbayeva
;
Ж. К. Куанышева
;
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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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

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