International Journal of Evaluation and Research in Education (IJERE)

ISSN

2252-8822

2620-5440

Издатель

Institute of Advanced Engineering and Science (IAES)

Ключевые слова

EFL/ESL Teaching and ...

Teacher Education and...

Educational Methods a...

Mathematics Education...

Science Education and...

Публикации в журнале

Показано: 1 - 6 из 6

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Beyond narrative: a pedagogical, cultural, and psychological analysis of Saken Zhunusov’s Amanai and Zamanai for higher education
(Institute of Advanced Engineering and Science (IAES), 2026-08-01)
T. Igenbay
;
Baltabayeva Gaukhar
;
Amangaisha Bolsynbayeva
;
G. Apeyeva
;
Sarash S. Konyrbaeva
This study offers a comprehensive pedagogical analysis of Saken Zhunusov’s Amanai and Zamanai, demonstrating that the novella functions as a multilayered educational text suitable for literature, cultural studies, teacher education, and psychology-of-literature curricula in higher education. Using qualitative content analysis, the study identifies six interrelated thematic domains; moral education, cultural learning, developmental psychology, folklore pedagogy, narrative methodology, and emotional literacy, through which the novel teaches readers to interpret emotional, ethical, and cultural meanings embedded in the narrative. The data consisted of the full text of Saken Zhunusov’s Amanai and Zamanai, analyzed using qualitative content analysis. Findings reveal that the text models moral dilemmas, cultivates empathy, preserves Kazakh cultural knowledge, exposes structural inequalities, and illustrates childhood cognition and trauma through symbolic and myth-infused storytelling. The study connects these themes to established theoretical perspectives including Vygotsky’s symbolic mediation, Bruner’s narrative cognition, Rosenblatt’s reader–response theory, and cultural-historical views of oral tradition. By developing a detailed codebook and pedagogical framework, the research provides a replicable model for analyzing culturally embedded literature and demonstrates the relevance of Amanai and Zamanai to contemporary Kazakh social issues such as poverty, gendered burden, and generational trauma. The study concludes that the novel offers rich opportunities for interdisciplinary teaching and contributes significantly to the integration of Kazakh literature into modern higher education pedagogy.
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Scientific and methodological foundations of open educational platform employment in language teaching
(Institute of Advanced Engineering and Science (IAES), 2025-07-19)
Raikhan Abnassyrova
;
Nazerke Mubarak
;
Khafiza Ordabekova
;
Zhanagul Turumbetova
;
Қ.Т. Мұхамади
The objective of the research is to investigate the efficacy of these platforms in facilitating language acquisition, fostering student engagement, and personalizing learning experiences. A survey was conducted among 100 language teachers from higher educational institutions in Astana, Kazakhstan. The teachers were requested to evaluate the efficacy of open platforms in language instruction, taking into account factors such as student motivation, the individualization of learning, and the availability of resources. The research employed a descriptive design, utilizing a three-level response scale to collect data on the integration of the aforementioned platforms and the preparedness of educators to utilize them. The findings suggest that open platforms facilitate access to resources and enhance student motivation when integrated with interactive tools, such as GraphoLearn and Kahoot!. However, the study emphasizes the necessity for structured training to address the challenges encountered by educators in implementing these platforms effectively.
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Understanding student errors in hydronym perception: a cognitive–pedagogical perspective
(Institute of Advanced Engineering and Science (IAES), 2026-02-01)
Akmaral Dautkulova
;
Mereke Atabayeva
;
Gulmira B. Madiyeva
;
Maxot Rakhmetov
Despite the cultural and linguistic significance of hydronyms, little empirical research has examined how university students cognitively conceptualize them and why systematic misinterpretations arise. This study aims to identify and classify the dominant cognitive mechanisms underlying student errors in hydronym perception. A descriptive quantitative design was employed, analyzing written responses from 120 university students using a seven-category error typology grounded in frame semantics, prototype theory, and psycholinguistic models of proper-name processing, with high inter-rater reliability (κ=0.87). The results show that cognitive errors occur significantly more frequently than inattentive or interpretative errors, indicating that students’ difficulties stem primarily from incomplete activation of geographical, cultural, and historical conceptual frames rather than from surface-level inattention. Frequent reliance on phonological similarity further suggests that when conceptual knowledge is weakly integrated, learners’ default to form-based processing strategies instead of semantic interpretation. These findings indicate the need for pedagogical approaches that explicitly connect hydronyms to broader cultural and conceptual frameworks, supporting more cognitively grounded instruction in linguistics and onomastics.
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Development of diagnostic competencies of educational psychologist in professional training
(Institute of Advanced Engineering and Science (IAES), 2024-07-13)
Ryszhamal K. Aralbaeva
;
Khapiza Naubaeva
;
Nurlan Abishev
;
Zhumagul Taszhurekova
;
Zhadra Zhexembayeva
In the era of globalization, enhancing the development of diagnostic competencies among educational psychologists in Kazakhstan is a crucial aspect of improving higher education quality. The purpose of the study is to substantiate and implement the methodology for the development of diagnostic competencies of future educational psychologists in higher educational institutions of Kazakhstan as a guarantee of their readiness to carry out professional activities. The methodological approach involves developing methods for fostering diagnostic competencies, employing empirical techniques such as comparison, systematization, classification, and generalization of theoretical data, conducting surveys, testing, and modeling training methods for future educational psychologists. An experimental study conducted on the premises of Zhetysu University named after I. Zhansugurov has developed methodological tools to increase the readiness of future educational psychologists for the development of diagnostic competencies in professional training, namely: the implementation of readiness components with selected methods for their formation. After conducting an experimental study, promising areas for improving the methodology of readiness of future educational psychologists for the development of diagnostic competencies in Kazakhstan were established.
Цитирования (OpenAlex) 2Цитирования (OpenCitations) 2
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Developing communicative and intercultural competence through integrating art in language teaching
(Institute of Advanced Engineering and Science (IAES), 2026-09-27)
Mangazina Zhanel Rauliyevna
;
Sh.A . Tazhibaeva
;
Magira Moldabayeva
;
Ardak Nurgaliyeva
;
Zhakupova Aliya
The article explores the development of communicative and intercultural communicative competencies in language education with the help of the integration of artistic practices. In the context of the sociocultural theory of language education, the development of communicative competence is an operational language construct, while the development of intercultural communicative competence is a meta-construct that regulates language use. The integration of art is understood not as a supplementary teaching tool, but as a pedagogical mediator that transforms learning processes through experiential engagement, symbolic interpretation, emotional involvement, and reflective dialogue. The article is based on a mixed-methods approach that incorporates a quasi-experiment, control group, and experimental group of students. The results of the study suggest that there is a correlation between the art-based instruction and an increase in communicative activity, intercultural competence, and students’ own reflective capacity. However, the results are seen as indicative rather than causal. The results of the study support the pedagogical value of instruction that is oriented towards art as a means of creating a culturally rich and dialogic learning environment. However, the results also highlight the need for future research into how different art forms influence the development of competence.
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Pre-service early childhood educators’ attitudes toward supporting digital safety of preschool children
(Institute of Advanced Engineering and Science (IAES), 2026-06-01)
Zhanna Assankhanova
;
Bulshekbayeva Assem
;
Ulbossyn Kyyakbayeva
;
Kaliya Akhataeva
;
Nazira Atemkulova
The readiness of preschool teachers to ensure children’s digital safety (DS) is currently one of the overarching challenges for early childhood education (ECE) systems. Unfortunately, developing countries, particularly Kazakhstan, do not necessarily possess the required resources to run preschool educational programs to ensure children’s DS. This study explores pre-service early childhood educators’ (PSECEs) cognitive, affective, and behavioral attitudes toward supporting DS of preschool children. It also considered PSECEs perceptions of their role and responsibility in supporting preschool children’s DS and their readiness to address these issues in their future professional practice. The research adopted a cross-sectional mixed-methods design without instructional intervention. The study was carried out at the Abai Kazakh National Pedagogical University in Almaty, Kazakhstan, with 344 participants in the experiment. The findings highlight the interrelated nature of cognitive, affective, and behavioral components of study participants’ attitudes. Study participants had strong affective engagement. However, the results revealed a noticeable imbalance between emotional concern and practical readiness. This research highlighted that DS content in preschool teacher education programs has not kept up to date with global digital advances. Consequently, there is a need to adopt coherent content of practice-oriented approaches to DS in preschool teacher education programs. This paper further extends the body of theory on PSECEs attitudes toward supporting DS of preschool children and provides new insights into the educator candidates’ cognitive, affective, and behavioral attitudes.

International Journal of Evaluation and Research in Education (IJERE)

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