Journal of Curriculum Studies Research

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Practices of Play Adaptation of Children with Special Educational Needs in Preschool Organizations in Kazakhstan: Results of a Qualitative Study
(2026-07-14)
Kerimbayeva Rysty Kaldyhanovna
;
Ю.Б. Иминова
;
Aigul Syzdykbayeva
;
M.P. Ospanbayeva
;
Aigul Makhanova
This study examines game-based adaptation practices for children with special educational needs in preschool organizations in Kazakhstan, focusing on organizational conditions, teachers' professional readiness, and play-based methods employed, from the perspectives of administrators, preschool teachers, and specialized professionals. A qualitative study was conducted in the second half of 2025 across three preschool organizations in Taraz, Kazakhstan, differing by institution type (public/private) and level of resource provision. The following methods were employed: (1) interviews with administrators, (2) focus groups with preschool teachers and specialized professionals, and (3) a research diary. Purposive sampling included 29 participants: 3 administrators, 20 preschool teachers, and 6 specialized professionals. Data were analyzed using thematic analysis. Significant differences in inclusive education implementation practices were identified across organizations, attributed to staffing resources, material and technical infrastructure, and availability of specialized professionals. Teachers demonstrated high motivation to work with children with special educational needs; however, they reported a shortage of methodological materials, limited specialized training, and unequal access to specialist support. The central role of play activities — cognitive games, physical games, and pretend play — was established as a tool for adaptation and social integration between children with special educational needs and their peers. The findings highlight the need to strengthen teachers' professional development in inclusive education, develop methodological guidelines for game-based adaptation, and ensure equitable conditions for implementing inclusive education across preschool organizations of varying types.
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Technology Integration in Geometry Instruction: SEM Analysis of Pre-Service Mathematics Teachers’ Perspectives and Experiences
(2025-11-06)
Gulina Orazali
;
Nurbapa Mekebayev
;
Gulnara Issayeva
;
Sara D Sony
;
Selim Güvercin
This study aims to examine pre-service mathematics teachers’ perceptions, experiences, and challenges related to using digital tools in geometry education. A total of 229 pre-service teachers participated, most of whom were female (69.2%), under 20 years old (81.7%), and enrolled in bachelor’s-level mathematics education programs (91.7%). Structural Equation Modeling (SEM) was used to examine relationships among factors affecting the effectiveness and pedagogical integration of digital tools in teaching geometry. Results showed significant positive relationships between engagement and motivation, usability and accessibility, and future training and support needs with both learning and teaching effectiveness, as well as pedagogical integration strategies. Surprisingly, reported challenges and barriers did not significantly impact these outcomes, suggesting greater technological proficiency among newer generations or improved usability of digital tools. These findings highlight the importance of motivation, accessible technology, and targeted professional development in supporting effective integration of digital tools into geometry instruction. Implications for teacher education programs and recommendations for future research are discussed.

Journal of Curriculum Studies Research

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