Frontiers in Education

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2504-284X

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Frontiers Media

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Teacher Education and...

Artificial Intelligen...

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Psychological and pedagogical conditions, DEI perception, and career agency among university students in Kazakhstan
(Frontiers Media, 2026-09-15)
Elena Barabanova
;
Raushan Zhomartovna Tyulyupergeneva
;
Natalya Ladzina
;
Larissa Nazyrova
;
Irina Aleksandrovna Denissova
Introduction Labour-market restructuring and the growing emphasis on diversity, equity, and inclusion (DEI) have increased interest in how universities support students' social mobility and career development. Methods This cross-sectional study examined associations among perceived psychological and pedagogical conditions, DEI perception, and career agency in 300 university students aged 18–24 from four cities in Kazakhstan. Analyses included descriptive statistics, correlations, group comparisons, hierarchical regression, bootstrap mediation, and assessment of common method variance. Results Perceived psychological and pedagogical conditions were weakly associated with DEI perception (r = 0.158, p = 0.006), whereas neither construct was significantly associated with career agency. The proposed indirect association through DEI perception was not supported. Differences by gender, educational level, and field of study were small. Discussion The findings suggest that students' perceptions of institutional support and inclusion are distinct from career agency. Positive DEI perceptions may therefore not translate directly into career-related action. Given the cross-sectional and self-reported design, causal interpretations are not warranted. Longitudinal studies should incorporate validated measures and behavioural or objective career outcomes.
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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
;
Gulmira B. Madiyeva
;
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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Physical education and student mental well-being in higher education: a socio-cultural review
(Frontiers Media, 2026-09-21)
Nurzhan Temirbay
;
Aychurok Kaldybaeva
;
Baikulova Aigerim Meirkhanovna
;
Zhambyl Beknazarov
;
Zhomart Pushkulov
This review examines the role of physical education as a pedagogically grounded means of supporting student mental well-being in higher education. In the context of increasing academic pressure, sedentary lifestyles, and the growing prevalence of mental health challenges among university students, physical education is reconsidered not merely as a fitness-oriented subject but as an integrative educational practice. The study synthesizes international research on pedagogical conditions, instructional approaches, and institutional strategies that connect physical activity with psychological resilience, motivation, emotional regulation, and social engagement. Particular attention is given to student-centered and inclusive models, the integration of digital technologies, interdisciplinary courses linking physical education with health and neuroscience, and mindfulness-based and stress-reduction practices. A comparative analysis of international best practices demonstrates that positive mental well-being outcomes are most evident when physical education is embedded within supportive university policies and holistic learning environments. The findings indicate that pedagogically informed physical education enhances not only students’ physical health but also their academic functioning, sense of belonging, and long-term engagement in healthy lifestyles. The review highlights the need for integrated higher education policies that position physical education as a strategic component of student mental well-being and sustainable university development.

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