Pedagogy and Psychology

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The Role of Digital Didactics in the Development of the Linguistic Personality in Primary School
(Kazakh National Pedagogical University, 2026-07-01)
MAHABBAT BAIMENOVA
;
Beibitkul S. Karimova
;
G.S. Mailybayeva
;
Aigul Iskakova
The article considers the role of digital didactics in the formation of the language personality of primary school students. In the context of the digital transformation of education, scientific analysis of the possibilities of digital storytelling, gamification, interactive platforms, and multimodal learning resources for the development of students’ vocabulary, communicative activity, and basic language skills is relevant. Methodology and methods. The study was conducted in the format of a theoretical and analytical literature review. The Scopus, Web of Science, and Google Scholar databases were used to select scientific publications. The study used comparative analysis, descriptive analysis, and content systematization methods. Results. The analysis showed that the impact of digital didactics on the language development of primary school students is manifested in several areas: increasing motivation to read, expanding vocabulary, improving pronunciation, listening, reading, and writing, personalizing learning, and providing instant feedback. Scientific novelty. The scientific novelty of the study is the comprehensive systematization of the impact of digital didactics on the formation of the linguistic personality of primary school students in the unity of digital storytelling, gamification, and neurodidactic principles. The article substantiates the role of digital tools in language education not only as a technical resource, but also as a pedagogical system that supports communicative and cognitive development. Practical significance. The results of the study are an effective methodological guide for primary school teachers, methodologists, and developers of digital educational resources.
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The Impact of Artificial Intelligence on Cognitive Skills Development in Future Teachers
(Kazakh National Pedagogical University, 2026-07-01)
Raissa K. Karsybayeva
;
Raissa Izmagambetova
;
Meirgul Ospanbekova
;
Д.Р. Жарикбаева
The study investigates the impact of Artificial Intelligence (AI), particularly ChatGPT, on the development of cognitive skills in future specialists. It explores how AI integration into higher education can enhance critical thinking, problem-solving abilities, and personalized learning while addressing ethical concerns such as academic integrity, technological dependence, and data privacy. Methodology and Methods. A mixed-methods approach was applied, combining qualitative and quantitative techniques. Data were collected from 148 third- and fourth-year students of the "Teaching and Primary Education Methodology" program through surveys, questionnaires, and semi-structured interviews. Statistical analyses, including t-tests and ANOVA, were employed to examine the effects of ChatGPT on students’ cognitive activity, learning engagement, and perception of AI in education. Results. Findings indicate that ChatGPT significantly enhances students’ analytical and problem-solving skills, promotes deeper comprehension of content, and increases engagement and motivation. A majority of students reported that AI enables personalized learning pathways, while a minority emphasized its role in monitoring academic progress. Identified challenges include ethical considerations, limited technical support, and data privacy concerns. Nevertheless, AI tools were generally perceived as beneficial for cognitive skill development and active learning. Scientific novelty. The study demonstrates that AI, when ethically integrated, fosters cognitive growth and critical thinking in future specialists. Practical significance. The results provide evidence-based recommendations for using AI in education, emphasizing responsible implementation to enhance learning quality, motivation, and individualized educational trajectories.

Pedagogy and Psychology

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