3i intellect idea innovation - интеллект идея инновация

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2226-6070

3136-3121

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Публикации в журнале

Показано: 1 - 8 из 8

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PRACTICE-ORIENTED METHODS AND AGILE METHODOLOGIES IN THE FIELD OF HIGHER EDUCATION OF INFORMATION TECHNOLOGY
(2025-01-01)
Ainur Bazarbayeva
;
G.I. Salgarayeva
As part of this research, a quantitative online survey was conducted among 102 teachers of higher educational institutions in Kazakhstan working at departments where future IT specialists are trained. The online survey was attended by respondents from 11 regions of Kazakhstan, including major cities such as Almaty, Astana and West Kazakhstan region, while the rest of the regions made up a minority of the total number of respondents. The main research purpose was to identify the degree of application of practice-oriented methods by teachers, as well as to find out their opinion on the impact of these methods on various aspects of the educational process and employment of graduates. Additionally, the research sought to identify the level of knowledge and application of Agile methodologies by teachers in their professional activities. Such methodologies are widely used in the IT industry and can contribute to more effective teaching in higher education. The results provided valuable information that can serve as a basis for further research, for example, a fairly high use of practice-oriented methods was revealed, but a low level of use of Agile methodologies in professional activities. However, the revealed correlation between knowledge and application of Agile methodologies provides a basis for popularization and increasing the use of these methodologies in teaching. The opinion of teachers on the impact of these methods on training for professional activity, improving practical skills and motivation, critical thinking, etc. was also identified.
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PEDAGOGICAL CONDITIONS FOR DEVELOPING FUTURE PHILOLOGISTS’ PROFESSIONAL SPEECH CULTURE THROUGH DIGITAL EDUCATIONAL TECHNOLOGIES
(2026-01-01)
Gulnara Meirbekova
;
Жаркынбике Сулейменова
;
Gulimzhan Zhylkybay
;
Zhazira Issayeva
This article examines the pedagogical conditions for developing future philologists’ professional speech culture through digital educational technologies. The aim of the study is to quasi-experimentally evaluate the impact of an integrative methodological model based on Moodle, Padlet, Speech Analyzer, and ChatGPT on the linguistic, communicative, ethical, and discursive components of professional speech culture. The study involved 82 third-year students of the Faculty of philology at Khoja Akhmet Yassawi International Kazakh-Turkish University. The participants were divided into a control group (n = 41) and an experimental group (n = 41). Both groups studied the course “Academic Professional Speech Culture”; however, the experimental group used an integrative methodological model combining Moodle, Padlet, Speech Analyzer, and ChatGPT. Assessment was conducted using a 5-point rubric. The results showed that the indicators of professional speech culture increased more noticeably in the experimental group than in the control group. The total score of the experimental group increased from 11.70 to 16.30, while in the control group this indicator rose only from 8.35 to 9.70. ANCOVA results revealed a statistically significant difference between the groups (p < 0.001; partial η² = 0.465–0.593). The findings demonstrate the effectiveness of using digital tools as a methodological system aimed at developing specific components of professional speech culture.
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SCHOOL-BASED ENGLISH TEACHER SUPPORT: NEEDS AND PROVISIONS
(2025-01-01)
Yelena Kandalina
;
Natalya Sergeyevna Zyryanova
;
Aleftina Golovchun
;
М. О. Кабышева
This study explores key elements of Continuous Professional Development (CPD) for English language teachers in Kazakhstan, focusing on the support they require and actually receive for ongoing professional growth. Data were collected from 560 teachers through a quantitative survey, examining their preferred CPD areas and formats, as well as their perceptions of current program effectiveness. The research identifies gaps between teachers’ professional development needs and the institutional support provided, offering evidence-based insights for strengthening CPD systems. Findings reveal that teachers prioritize technological integration (62.5%), student communication skills (59.3%), and motivational strategies (44.3%), yet existing CPD programs often do not align with these priorities. While most participants prefer face-to-face training (67.7%), online courses are more commonly available (50.7%). A significant gap is observed in mentorship, with 28.9% of teachers reporting no interaction with district methodologists, despite their critical role. Nevertheless, 90.3% of respondents noted positive outcomes from CPD when well-structured and relevant. This research contributes to the field by empirically linking teacher needs with institutional practices, highlighting the importance of context-responsive, practice-oriented CPD. Practical implications include recommendations for localized CPD policies, enhanced mentoring systems, and diverse training formats aimed at improving teaching quality and learner outcomes. The study underscores the need to bridge the gap between teacher aspirations and CPD provision for sustainable professional growth.
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PEDAGOGICAL ASPECTS OF STUDYING THE IMAGES OF SACRED SPACE IN GREEK MYTHOLOGY
(2026-01-01)
Dayana Zhunissova
;
Yussup Aizhan
;
Yussup Parkhat
;
Gauhar Balgabayeva
At various stages of artistic thinking in the development of human civilization, the exploration of the mystery of the magical world and the understanding of its unknown aspects have always been both a complex and compelling task for society. In this context, particular attention is drawn to mysticism and sanctity in literary texts, that is, to the comprehension of the sacred, which has become an object of study for many thinkers and scholars. Consequently, the relevance of research in this field has gradually increased across the sciences of different nations and historical periods. The aim of this article is to analyze the artistic and figurative representation of sacred spaces in Greek mythology and literature. The study of perspectives on the mysteries of nature and the enigmas of existence—characteristic of different epochs, scientific and religious traditions, as well as specific cultures—is also an integral part of this objective. The research employs methods of comparative and interpretative analysis. In Greek mythology, the image of sacred places plays an important role as an archetypal construct that provides valuable insights into the historical development of ancient peoples and their national worldview. This is due to the fact that interest in sacred places and objects has remained alive in collective memory to the present day. Therefore, the tradition of venerating sacred objects and offering prayers at holy sites continues even today.The article also examines the pedagogical potential of studying images of sacred space in Greek mythology within the educational process. Key mythological loci (Olympus, the underworld, sacred groves, and temples) are analyzed as tools for developing historical thinking, value orientations, and cultural competence among learners. Special attention is given to methodological approaches to teaching this topic, including the use of interdisciplinary connections, visual sources, and problem-based learning. The study concludes that mythological imagery possesses a high didactic potential for enhancing students’ cognitive engagement.
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DEVELOPING A LANGUAGE CURRICULUM FOR MULTICULTURAL CONTEXTS: INSIGHTS FROM INTERNATIONAL PARTNERSHIP
(2026-01-01)
Gulzat Berkinbayeva
;
Aida Nurbayeva
;
I.B. Baissydyk
;
Darren K. LaScotte
This study examines how the international internship program “500 Scholars” of the Bolashak Scholarship contributed to the revision of the Kazakh Language Course Curriculum (KLCC) through the first author’s participation in the Visiting Scholars Program at the College of Education and Human Development of the University of Minnesota (UMN). A sequential mixed-methods design–surveys (n=30 students; n=6 educators), follow-up interviews (n=8 students), and comparative curriculum analysis–addressed three research questions on learner needs, curriculum gaps, and transferable practices. Survey results indicate substantial dissatisfaction with the current KLCC (40% dissatisfied; 10% satisfied) and highlight preferred improvements: stronger real-world application (40%), deeper coverage of specific skills (20.6%), and more interactive methods such as hands-on tasks or group projects (16.6%). Beneficial elements included teaching approaches (23%), assessment procedures (20%), and practical relevance (17%), while 33% reported no beneficial aspects. Interview data elaborate these patterns, citing insufficient cultural content, limited interdisciplinary integration, and a lack of interactive learning opportunities. A comparative analysis between the KLCC at U-1 (name withheld for confidentiality) and the UMN English curriculum (Beginning Reading & Composition; Grammar; Oral Skills) reveals key structural differences: broader formative assessment, clearer scaffolding of literacy skills, and more explicit integration of cultural competence at UMN. These elements provide a chain of evidence for three pedagogical implications: 1) differentiated pathways for learners with and without Cyrillic literacy, 2) continuous assessment structures rather than summative-heavy models, and 3) expanded authentic communicative tasks grounded in cultural context.
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ACTION RESEARCH AS AN EFFECTIVE WAY FOR STUDENTS TO COLLABORATE DURING TEACHING PRACTICE
(2025-01-01)
Larissa Yevgenievna Ageyeva
;
Yelena Agranovich
;
Г. С. Оразаева
This article is dedicated to the study of certain aspects of collaboration through the organization of Action Research during the teaching internship of students majoring in "Pedagogy and Methods of Primary Education." Collaboration skills allow the future teacher to be successful in personal and professional spheres. Therefore, the student is considered as a subject of vocational training with their own needs, values, individual development route. The purpose of the study is the theoretical substantiation of the importance of collaboration in the organization of Action Research, substantiation of effective conditions for the implementation of forms of interaction during the pedagogical internship of future elementary school teachers and the development of methodological recommendations. An analysis of domestic and foreign psychological and pedagogical papers was conducted on the issue of developing and enhancing collaboration skills in the learning process, the specifics of teamwork, team member interactions, the significance of action research for effective collaboration, and other related aspects. The authors have described and characterized the components of collaboration (motivational, cognitive, activity) and styles of relationships in teams (relationship-oriented, problem-oriented and flexible). During the organization of teaching internship, Action Research method was implemented to increase the effective collaboration of students. Based on the study results, the authors have provided methodological recommendations to program leaders, methodologists of pedagogical internships, primary school teachers, trainees on improving the collaboration skills in teamwork.
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DIGITAL ETHICS CODE AS A TOOL FOR DEVELOPING NETWORK COMMUNICATION CULTURE IN UNIVERSITY ONLINE COMMUNITY
(2025-01-01)
Kazakh National Women's Teacher Training Universit
;
Aigul Syzdykbayeva
The article presents a study of the digital ethics code phenomenon in the context of university online community functioning. The analysis of international regulatory documents governing ethical principles in the digital environment was carried out, with emphasis on «Ethically Aligned Design», «Ethics Guidelines for Trustworthy AI», and corporate artificial intelligence principles of leading technology companies. The digital ethics evolution was conceptualized through the lens of fundamental works by N. Wiener, J. Weizenbaum, and L. Floridi, who laid the theoretical and methodological basis of modern digital ethics. Based on a comparative analysis of the regulatory experience in digital ethics in Russia and Kazakhstan, the necessity of implementing a digital ethics code in the university environment is argued. A three-component methodological model of the code has been developed, integrating axiological, deontological, and praxeological aspects, aimed at forming a sustainable network communication culture of the academic community. The research contributes greatly to the development of theoretical foundations of digital ethics and offers practical recommendations for implementing ethical norms in the digital educational environment. The research results may be used in developing local regulations of higher educational institutions and improving the mechanisms for regulating online communication in the academic environment.
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EFFECTIVE METHODS OF LEGAL EDUCATION FOR SCHOOLCHILDREN
(2025-01-01)
Д.Р. Жарикбаева
In the context of building a legal state and a civil society, the development of legal literacy, legal awareness, and legal culture among the younger generation becomes critically important. Since the foundation of a legally competent personality is laid during school years, particular attention should be paid to the legal education of students. The main objective of this study is to justify the necessity of early legal education and to identify and test effective methods for its implementation in school settings. The research explores the theoretical foundations of legal education, drawing on the works of both domestic and international scholars in the fields of legal consciousness, legal socialization, and civic culture. Based on this analysis, a legal education plan was developed for 5th-grade students, consisting of a set of activities aimed at fostering legal awareness, civic responsibility, and respect for the rule of law. The plan was tested through practical implementation. Results were recorded and analyzed using comparative methods, presented in the form of tables and diagrams to visually assess the effectiveness of the selected approaches. The findings of this study may be applied in pedagogical practice to improve the quality of legal education in the general secondary education system of the Republic of Kazakhstan and beyond.

3i intellect idea innovation - интеллект идея инновация

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