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Qubahan Academic Journal
ISSN
2709-8206
5 результаты
Показано: 1 - 5 из 5
- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Vocational Guidance and Pre-Profile Training of Schoolchildren with Disabilities: An Analysis of Pedagogical Attitudes and Practices(2026-08-23); ; Zhigitov Alibek BekezhanovichThis article addresses the problem of preparing upper secondary school students with disabilities for subsequent professional and vocational activities, with a particular focus on teachers’ views and attitudes toward the necessity of career guidance and preparatory work aimed at developing initial professional competencies, including personal competencies, among students with disabilities already at the senior school level. Despite significant policy measures undertaken by the state in the field of vocational training and retraining of persons with disabilities—such as the introduction of career guidance teachers in schools, the gradual increase in quotas for specialized workplaces at Kazakhstani enterprises (ranging from 2% to 4% of total jobs), the implementation of subsidies for employers to cover costs associated with equipping specialized workplaces for employees with disabilities, the training of specialized staff in employment centers, and the organization of vocational training and retraining courses—a relatively low rate of permanent employment (39%) persists. Drawing on Bronfenbrenner’s ecological systems theory, the study examines the role of the mesosystem (schools and other educational institutions) and the exosystem (adult social organizations) in the process of pre-profile preparation of students with disabilities for future professional activity, as well as opportunities to enhance their impact. The aim of the study is to identify key practical challenges in creating conditions for the development of initial professional competencies among students with disabilities and to propose new approaches to improving pre-profile training in schools. The methodology includes a systematic review of recent academic and policy sources, as well as an analysis of survey results from teachers working in schools that provide education for students with disabilities. The study concludes with recommendations for policymakers, educators, and vocational institutions on implementing a system of career guidance and pre-profile training for students with disabilities, emphasizing the importance of initiating such activities as early as possible, as they contribute to future professional self-determination, effective employment, and financial self-sufficiency of this population. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Addressing Gaps in Inclusive Education Through Innovative Approaches to Training Specialists in the Field of Psychological and Pedagogical Support for Children with Disabilities(2025-12-26); ; - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, The Effectiveness of Storytelling and Dramatization Methods in Teaching the Literary Representation of Alash Figures in University Education(2025-12-08); ; - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Visualization Technologies in Geomorphology Education: The Role of 3D Models, GIS, Maps, and VR/AR in Supporting Learning Effectiveness(2026-08-23); ; ; Visualization technologies have become increasingly important in geomorphology education because they enable learners to explore complex landforms, spatial relationships, and relief-forming processes through more interactive and practice-oriented learning experiences. This study examines the educational role of three-dimensional (3D) models, digital and traditional maps, geographic information systems (GIS), and virtual and augmented reality (VR/AR) in supporting the learning of geomorphological concepts. A quasi-experimental approach was used to compare visualization-enhanced instruction with traditional teaching methods among university students studying geography. The assessment combined pre- and post-instruction testing, questionnaires, observation of the learning process, and evaluation of practical and project-based activities, while teachers’ perceptions of visualization technologies were also considered. The experimental group, which used 3D models, GIS, and VR/AR tools, showed an increase in the average learning score from 62.4 to 84.7, corresponding to a 35.7% improvement. In comparison, the control group taught primarily through traditional methods improved from 61.8 to 70.2, representing a 13.6% increase. In addition, 87% of surveyed teachers positively evaluated the use of innovative visualization technologies. The findings suggest that visualization-enhanced instruction can support students’ understanding of geomorphological processes, spatial and critical thinking, engagement, and independent research skills. At the same time, successful implementation depends on adequate digital infrastructure, teacher preparation, and students’ digital competence. The study highlights the value of integrating visualization technologies with theoretical instruction and practical activities to support more interactive, analytical, and research-oriented geomorphology education. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Evaluating the Effectiveness of Sustainable Development Goals Integration into the Future Geography Teachers' Education(2025-11-29)