Gumilyov Journal of Pedagogy is a peer-reviewed scholarly journal publishing original, high-quality research in the field of pedagogy. It succeeds the periodical Bulletin of L. N. Gumilyov Eurasian National University. Series: Pedagogy. Psychology. Sociology (Print ISSN 2616-6895; Online ISSN 2663-2497). As of 25 February 2025, the journal has been officially re-registered under its current title—Gumilyov Journal of Pedagogy (Print ISSN 3080-1710)—in accordance with Registration Certificate No. KZ79VPY00113358, issued by the Ministry of Culture and Information of the Republic of Kazakhstan. Print ISSN: 3080-1710 Scope: Education Frequency: Four issues per year Website: https://pedjournal.enu.kz Founder & Publisher: L. N. Gumilyov Eurasian National University, 010000, Republic of Kazakhstan, Astana, Satpayev St., 2 (Main Academic and Administrative Building) The primary aim of the Journal is to publish high-quality, original research that advances the science of pedagogy and deepens our understanding of pedagogical phenomena, processes, and dynamics in education. The Journal provides a platform for the dissemination of the most recent studies grounded in rigorous methodology and sound theoretical reflection, while remaining open to a broad spectrum of theoretical and methodological approaches, thereby fostering dialogue among diverse scientific schools in pedagogy. Journal Objectives Publish original scholarly articles distinguished by novelty, significance and a high level of theoretical and empirical analysis. Create a forum for discussion of pressing issues in education and contemporary challenges. Promote both fundamental and applied research of importance to the academic community, practitioners and policymakers. Uphold the principles of Open Access to ensure wide dissemination and unrestricted availability of published research to the global scholarly community and the public. Encourage interdisciplinary research at the intersection of pedagogy and other fields. Stimulate academic debate and critical reflection on current educational processes. Maintain high scientific standards by engaging leading scholars and specialists in the peer-review process. Provide opportunities for researchers, faculty, doctoral and master’s students to publish theoretically, practically and applied significant studies. Enhance the quality of national scholarly publications through systematic editorial collaboration with authors in accordance with the Journal’s formatting and structural requirements. Integrate Kazakhstan into the global scientific community, including through inclusion in international bibliometric databases. Facilitate the participation of Kazakhstani scholars in international scholarly networks. Develop the Journal further as an Open Access scientific publication. Expand the Journal’s presence in international databases and open electronic repositories. Increase accessibility for international readers by publishing an extended English-language abstract, keywords and a Roman-alphabet reference list for each article.
Sustainable Development Goals as a Foundation for Higher Education Quality Strategy: Local Responses to Global Challenges
This article presents a theoretical and methodological analysis of the contemporary paradigm of sustainable development and higher education amid the digital revolution. The study traces the transition from rigid academic standards to an ecosystem approach, where the quality of education is inextricably linked to the university’s social contribution and sustainable development goals. In the era of Industry 4.0 and Education 5.0, the quality of education is defined as the university’s mode of existence, which evolves in harmony with the values of sustainable development (ESG), social justice, and responsibility. Viewing the university as an agent of social change, the authors clarify that quality is measured not only by internal KPIs but also by the extent to which graduates and university-led research projects transform society as a complex social system. The article focuses on examining an effective methodology for managing the quality assurance processes of educational programs. Furthermore, it provides a scientific substantiation of the core principles for improving a university’s internal quality assurance system, using a professional teacher training program as a case study.
quality of education, sustainable development goals, model, neural networks, system, modeling
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Internal system of quality assessment of educational programs: design, structure and experience of implementation
This article analyzes the design and implementation of an internal quality assessment system for specialized educational programs as a basis for designing change management procedures. The system's structure is characterized by quality assessment subjects, indicators, and their content. Education quality is presented as a comprehensive characteristic of educational activities and student preparation, including the results and achievements of graduates. The experience of Yanka Kupala State University of Grodno in conducting internal quality assessments of specialized educational programs is presented. Areas for applying the assessment results are outlined.
education quality, specialized educational program, quality assessment, assessment structure, university, quality indicators
Potential of the Collaborative Research Environment of School Teachers in the Modernization of Pedagogical Education in Kazakhstan
The article examines the role and potential of a collaborative research environment for school teachers in the process of modernizing pedagogical education in Kazakhstan. The article substantiates the need to integrate the research activities of teachers into the system of continuous professional development. The main characteristics of a collaborative research environment are identified: networking, collaborative knowledge production, development of professional competencies and reflective practices. The article demonstrates the impact of such environments on improving the quality of the educational process and fostering an innovative culture among teachers. The authors use examples to show that collaborative research activities among teachers contribute to the formation of professional communities, the development of reflective and analytical skills and the improvement of teaching practices. The aim of the article is to analyze, based on international scholarly literature, the theoretical and methodological foundations of the collaborative research environment of school teachers and its potential for the modernization of pedagogical education. The research methodology employed theoretical analysis, comparative analysis, interpretative synthesis, and conceptual modeling. Widely recognized international models such as Professional Learning Communities, Communities of Practice, Action Research, and Collaborative Inquiry were systematized and examined. The analysis identified the key components of a collaborative research environment, including institutional support, a culture of professional trust, research competence, leadership, digital interaction, and innovative activity. In addition, it was substantiated that such an environment contributes to the development of teachers’ professional autonomy, reflective practice, research culture, and the improvement of educational quality. The authors conclude that the development of a collaborative research environment contributes to the formation of teachers as subjects of innovation and creates conditions for sustainable professional growth, which is an important direction for the modernization of pedagogical education in Kazakhstan.
Collaborative research environment, collaborative research process, pedagogical education, teachers’ professional development, research culture, modernization, international experience
A Hermeneutic Approach to Choosing Minor Programs in Universities of Kazakhstan
The article examines the issue of conscious choice of minor programs within the higher education system of the Republic of Kazakhstan in the context of implementing flexible and individualized educational trajectories. Although minor programs are widely used as a tool for expanding students’ professional competencies, their selection is often formal and lacks reflective consideration of educational and career implications. The purpose of the study is to substantiate the potential of the hermeneutic approach as a methodological foundation for supporting the choice of minor programs. The methodological framework of the study is based on the ideas of philosophical and pedagogical hermeneutics, as well as the principles of student-centered learning. The research employed methods of theoretical analysis, comparative analysis, survey research, statistical data processing, correlation analysis, and analysis of variance. The study was conducted through the analysis of regulatory documents, educational programs, student registration statistics, and the results of a sociological survey involving 1,968 students from universities in Kazakhstan. The findings indicate that the greatest interest among students was shown in the fields of “Software Development and Python” (21.5%) and “Artificial Intelligence and Machine Learning” (14.2%). The application of hermeneutic practices was associated with an increase in students’ awareness of their educational choices (M = 4.31 compared to M = 3.48 in the control group; p < 0.001) and an increase in average GPA by 0.24 points. The study concludes that the hermeneutic approach facilitates the transition from formal course selection to the conscious design of an individual educational trajectory.
minor programs, individual educational trajectory, hermeneutic approach, student-centered learning, educational choice, personalized learning, educational reflection, interdisciplinary competencies
The role of the teacher in the formation of research skills of students
The article discusses the role of the teacher in the formation of research skills of students. The relevance and main factors of research activities in the educational process are determined. The concept of «research skills» is studied as an effective teaching method that allows students to gain knowledge, develop the skills of independent thinking, analysis and synthesis of information. It is summarized as the basis for achieving academic success, a way to form a distinctive style of educational activity, and a set of creative activities that form the motivations that lead students to education. The personality of the teacher is defined as a tutor (professional mentor), coordinator, inspirer, assistant, and advisor to the primary researcher in the education system. The main aspects of the role of a teacher are analyzed, such as creating conditions for research, developing critical thinking, providing support and motivation, teaching methods and techniques of research, forming the ability to work in a team, stimulating creativity and innovation, and evaluation and feedback. Methods and types of tasks for the formation of research skills of students are proposed. The main personal qualities, skills and potential of the teacher aimed at developing research activities of students are differentiated. The importance of electronic educational resources such as Ecowiki, Ecodialogue, Google Earth, and Windy in developing students’ research skills is identified and substantiated through tasks related to the teaching of geoecological problems.
research skills, personality, tutor (professional mentor), coordinator, inspirer, assistant, critical thinking
AI Literacy and Perceptions of AI-Powered Search Engines Among University Teachers in Kazakhstan
In the context of the rapid development of artificial intelligence, its integration into the education system has become increasingly relevant, which requires studying the level of AI literacy of teachers and their attitude toward intelligent AI-powered search engines. Despite the growing interest in the use of AI in education, the teachers’ attitudes toward intelligent search engines remain underexplored, particularly in the context of higher education. This study aims to assess the level of AI literacy among Kazakhstan university teachers, as well as to identify the relationship between the practice of using intelligent search engines and AI literacy. The research employed a mixed-methods approach integrating quantitative and qualitative data analysis. A total of 112 respondents from six universities in Kazakhstan participated in the survey. A questionnaire consisting of open-ended and closed-ended questions based on a Likert scale was administered to gather data on the characteristics of AI tools usage in educational activities. The findings indicated that the majority of teachers demonstrate an above-average level of AI literacy and typically maintain a favorable disposition towards the use of AI search engines. A statistically significant moderate positive relationship was established between the level of AI literacy and the frequency of use of AI-powered search engines (r = 0.42; p < 0.01). In most cases, teachers use artificial intelligence technologies to prepare educational materials and support scientific activities. The study’s findings underscore the necessity for enhanced teacher training programs in the field of AI literacy, the formation of skills for critical assessment of AI-generated information and the development of ethical approaches to the use of artificial intelligence in higher education.
artificial intelligence, search engine, AI literacy, teachers, higher education, Kazakhstan, university
The importance of educating modern youth on the basis of spiritual and moral values
The current socioeconomic and cultural conditions of society's development make the education of today's youth one of the most pressing issues. Globalization, the expansion of the information space, and the transformation of value systems directly influence the worldview and behavior of young people. In this regard, our article examines the importance of nurturing modern youth based on spiritual and moral values. In the context of globalization, the system of spiritual and moral values in society is constantly undergoing change, and factors such as the development of science and technology, the abundance of digital information, and cultural diversity are exerting new influences on the spiritual world of today's youth, influencing the formation and development of consciousness in both positive and negative ways. In this situation, preserving spiritual and moral values and instilling correct life guidelines in today's youth is one of the most important tasks of modern society. Spiritual and moral values lay the foundation for the personal development of today's youth, their life attitudes, and their social adaptation. After analyzing the works of international and Kazakh scholars, we concluded that not only the family but also the social environment, the educational process at higher education institutions, and the influence of social circles and friends play a significant role in nurturing today's youth based on spiritual and moral values. During the study, a survey was conducted among today's youth, and a quantitative and qualitative analysis of the data was conducted. The results confirm the importance of supporting and developing spiritual and moral values in the education of today's youth.
spiritual values, morality, values, youth, today's youth, education, development
Developing future educators’ scientific communication skills through cognitive methods
This article addresses the issue of developing scientific communication skills in future preschool educators through cognitive methods. In today’s educational system, the professional competence of a future educator is not limited to theoretical knowledge but is closely connected with the ability to think scientifically, systematically analyze information, and express well-reasoned opinions. In this context, the use of cognitive methods proves to be an effective approach to enhancing students' cognitive activity and forming their scientific-communication competence. The article examines the effectiveness of a modular teaching structure aimed at developing future educators' scientific communication and cognitive skills. During the research, instructional content based on the cognitive educational technology proposed by E.A. Bershadskaya was developed. The initial and final results of the students were comparatively analyzed. The diagnostic stage revealed that students lacked proficiency in scientific terminology, text analysis, and expressing opinions in academic language. The control tasks and reflection results at the end of the module demonstrated that cognitive methods stimulate cognitive processes and contribute to the development of logical thinking and scientific writing skills. Data obtained based on evaluation criteria confirmed the importance of assignments such as concept maps, essays, and reflections in improving students' professional competencies. The research results indicate that a modular teaching approach based on cognitive methods can serve as an effective pedagogical model in the preparation of future educators. This approach fosters learners' metacognitive skills and supports their adaptation to professional activities. The findings of the article are significant in terms of providing methodological recommendations for improving the content of pedagogical education.
cognitive methods, scientific communication skills, future educator, preschool education, cognitive competence, professional training, cognitive technology
Cognitive Design of System Objects in Computer Science: Considering the Features of Perception and Consciousness
This article examines the impact of the cognitive design of system objects in computer science on the processes of user perception and consciousness. The increasing complexity of modern information systems requires that their design take into account not only technical factors but also cognitive and emotional aspects. The study is based on key theoretical concepts: cognitive load theory (Sweller, 1988), principles of multimedia learning (Mayer, 2009), principles of visual information presentation (Tufte, 2001; Ware, 2012), and the emotional design model (Norman, 2002). The research methodology is grounded in qualitative comparative analysis. An expert evaluation of the interfaces of three Kazakhstani educational digital platforms (BilimLand, Kundelik, Smart Bilim) was conducted by three experts (informatics teachers and a UX designer) using a 5-point scale. The main evaluation criteria included: level of cognitive load, visual hierarchy, navigation intuitiveness, emotional attractiveness, and quality of feedback. The results demonstrate that maintaining visual hierarchy, dosed information delivery, minimization of extraneous elements («chartjunk»), and the use of positive emotional elements (soft colors, microanimations, friendly messages) increase the overall interface efficiency, enhance attention stability, and boost user motivation. In the Kazakhstani context, the integration of national ornamental elements significantly improves perception and concentration. The study confirms the importance of comprehensively considering cognitive and emotional factors in the design of educational interfaces. As a promising direction, the development of neuroadaptive and intelligent interfaces capable of real-time adaptation based on neurophysiological data (EEG, eye-tracking) is proposed. This approach can serve as a scientific and methodological foundation for the development of national educational platforms within the framework of the state program «Digital Kazakhstan».
cognitive design, system object, cognitive load, emotional design, human-computer interaction, visualization, neuroadaptive interfaces
Key Factors Shaping Career Choice among Kazakhstani School Students
This article presents a comprehensive analysis of the multifactorial system that determines the choice of career trajectories among senior high school students in the Republic of Kazakhstan. In the context of global economic instability, labor market transformation, and reforms in the national education system, the process of career guidance among young people acquires particular significance for the development of high-quality human capital. The study is based on the integration of career development theories, including Frank Parsons’ concept of “rational choice” and Itamar Gati’s contemporary decision-making models, adapted to the socio-cultural context of Kazakhstan. The empirical basis of the research consists of survey data. The study provides a detailed examination of the complex dynamics between internal motivational factors, interests, and self-efficacy, and external determinants such as parental influence, the system of state educational grants, and socio-economic status. Special attention is given to trends in grant limitations, inequalities between urban and rural schools, as well as the growing migration intentions among academically successful students, reflecting the outflow of intellectual potential. The findings reveal profound contradictions between students’ publicly declared autonomy and the actual dependence of their career choices on institutional and family factors, highlighting the need to reconsider approaches to career guidance at the state level.
career guidance, career, senior high school students, career choice, secondary education
Psychological and pedagogical support of gifted and talented children with disabilities in general education organizations
The article is devoted to topical issues of psychological and pedagogical support of primary school students with disabilities, showing outstanding abilities and talents, in general education organizations of the classical type (not specialized). Theoretical and methodological approaches to the organization of educational activities and a creative environment that contributes to the disclosure of potential are considered; features of pedagogical interaction aimed at creating conditions for the full development of intellectual, creative, and personal qualities of students with disabilities are described. Recommendations are given for the formation of individual educational routes, including psychological support, correctional and developmental work, and support for the socialization of a child in a peer group. Particular attention is paid to the interdisciplinary interaction of teachers, psychologists, and parents, which makes it possible to effectively solve the problems of adaptation and integration of students with special needs in general education organizations. The main blocks of measures for psychological and pedagogical support of talented and gifted children with disabilities are reflected in diagnostic, educational, correctional, psychological support, and additional extracurricular activities. For review and analysis, completed questionnaires of parents of two students were used (with autism spectrum disorder and with disorders of the musculoskeletal system). The work is of interest to researchers, university professors, practical teachers, psychologists, and social educators involved in inclusive education and talent support among primary school students with health and developmental disabilities.
talented and gifted student with special educational needs, inclusive education, psychological and pedagogical support, educational potential of children with disabilities
The role of terminological competence in the professional formation of special educators
Currently, the modern education system is experiencing changing conditions. Accordingly, today there are high demands on personnel training. This article provides a theoretical overview of the importance of the formation of terminological competence among students in the field of special pedagogical training. There are enough scientific papers in foreign literary sources that study terminological competence within the framework of professional, informational, or cognitive competence. However, in Russian science, insufficient study of this topic served as the basis for increasing the relevance of the topic. The growing number of children with special educational needs and the need for modern methods of their correction, as well as requests arising in connection with the improvement of the scientific and methodological aspect, contribute to the study of terminological competence and the development of recommendations of theoretical and practical importance. Terminological substantiation within the framework of the study of terms in special pedagogy acquires a more complex and interdisciplinary character than in other fields of pedagogy. That is, it is important to have such leading skills as use, differentiation, and critical analysis, in addition to the model, the definition of the term «concept – term». Therefore, in the course of the article, a review of domestic and foreign research was conducted within the framework of the topic, and an attempt was made to determine the importance of terminological competence for students.
the term, terminological competence, professional education, special pedagogy, subject–cognitive component, intellectual and reflexive component, communicative and linguistic component
Methodological Framework for Training Future Primary School Teachers Using Art Technologies
This article examines the issue of professional training of future primary education teachers based on art technologies. To this end, the concepts of “professional training” and “art technologies” are clarified, and a content analysis of the concept of art technologies is conducted. Based on an analysis of scientific, pedagogical, and psychological literature, the main directions of professional training of future primary education teachers through art technologies are identified. In accordance with these directions, the components, criteria, and indicators of professional training, as well as the characteristics of training levels of future primary education teachers based on art technologies, are defined. The effectiveness of art technologies in the professional training of future primary education teachers is theoretically substantiated, and on this basis, a pedagogical experiment plan is developed, including diagnostic and formative stages. The experiment involved graduating students. At the diagnostic stage, a diagnostic questionnaire, practical situations, and practical tasks were developed. The quantitative data obtained at this stage were systematized, leading to the conclusion that the participants’ levels were comparable and required improvement. To improve the results, an “ART” student club program was designed and implemented during the formative experimental stage. The program included various forms of activities, such as competitions and seminars; role-playing, verbal, and creative exercises aimed at releasing creative energy; content-related tasks; speech development contests; the use of show technologies; and the creation of a YouTube channel. As a result, the study concludes that the use of art technologies is effective in the professional training of future primary education teachers.
primary education teacher, professional training, art technologies, visual arts, music, art, creativity, student club
Generative Artificial Intelligence in Professional Training of Teacher-Psychologists: Theoretical Analysis
This article presents a theoretical analysis of the opportunities and limitations of using generative artificial intelligence (AI) in the professional training of teacher-psychologists in the Republic of Kazakhstan. The main contribution of the study is the introduction and theoretical grounding of the concept of a «zone of professional non-automatability» - a category of professional competencies (empathic contact, ethical judgment under uncertainty, interpretation of non-verbal behavior, intuitive recognition of crisis states) whose formation is fundamentally impossible through generative models and is achievable only through live interpersonal interaction. The proposed differentiation is theoretically grounded in M. Polanyi's concept of tacit knowledge and D. Schön's theory of the reflective practitioner. The applicability of the proposed framework is illustrated using the current curriculum of the educational program 6B01101 "Pedagogy and Psychology" at Abai Myrzakhmetov Kokshetau University, and is further supported by the authors' own empirical study (N=312), which demonstrated the effectiveness of generative AI primarily within the formalizable zone of competencies. The article also analyzes key directions for the use of generative AI in training teacher-psychologists (personalization of learning, modeling of professional situations, automation of routine tasks), the institutional context of digitalization of education in Kazakhstan, and potential risks of implementing the technology, including ethical aspects, academic integrity, and the language barrier, which underscores the importance of the national language model KazLLM. Conditions for the effective and safe integration of generative AI into the system of training teacher-psychologists are formulated, taking into account the national context of the Republic of Kazakhstan.
generative artificial intelligence, teacher-psychologist, professional training, digitalization of education, professional competencies, psychological and pedagogical education, neural network technologies, zone of professional non-automatability, tacit knowledge, reflection-in-action
Pedagogical possibilities of using AR effects in social networks
The article considers the pedagogical possibilities of using AR (augmented reality) effects in social networks as a tool for developing the digital literacy of university students and teachers in the higher education system. The relevance of the study is justified by the fact that in the conditions of digitalization, students actively use platforms such as Instagram, TikTok, Snapchat, but AR effects in this environment are mostly used for entertainment purposes and are little studied in terms of learning, visualization, creative content creation, and the development of digital security skills. The study is based on the methods of theoretical review and conceptual modeling. A theoretical review of scientific literature in the areas of digital literacy, media literacy, AR/VR in education, and social media studies was conducted, and a content and comparative analysis was conducted. AR platforms such as Spark AR and TikTok Effect House were examined through content analysis. The article presents a pedagogical model that explains AR effects in social networks as a tool for developing the informational, technical, creative and security components of digital literacy. Also, methodological recommendations and directions of educational scenarios for the integration of AR effects into the educational process for university teachers are identified. The results of the study can serve as a practical basis for improving educational programs for the formation of digital and media literacy in higher education institutions and organizing the educational process in a digital environment familiar to students.
digital literacy, media literacy, AR effects, social networks, higher education, digital security
Current approaches to developing professional competence of future English language teachers in Kazakhstan: survey results and methodological recommendations
The article considers the process of formation and development of professional skills necessary for foreign language teachers as one of the main directions ensuring their successful professional implementation in the conditions of the modern educational space. The research work focuses on the comprehensive training of future teachers, which should include the acquisition of a wide range of competencies that reflect the requirements of modern pedagogical practice. Such competencies include: knowledge of information and communication technologies, development of effective communication skills, mastery of methodological foundations of teaching, as well as the formation of socio-cultural awareness and intercultural competence. Analysis of domestic and foreign scientific publications made it possible to generalize modern theoretical approaches to the professional training of foreign language teachers and identify trends in the development of educational strategies. The study pays special attention to the results of the empirical phase of an online survey conducted using the Google Forms platform to determine the level of readiness of students of pedagogical universities to master professional skills. The data obtained during the survey allowed us to identify the main challenges facing novice teachers, including insufficient practical training, a lack of experience in implementing digital technologies in the educational process, and limited opportunities to develop intercultural competence. Based on the analysis of these problems, the article provides specific methodological recommendations aimed at improving foreign language teacher training programs. These recommendations include expanding teaching experience, introducing digital pedagogy courses, developing intercultural communication, and developing soft skills necessary for effective interaction in a multinational educational environment.
professional competence, foreign language teachers, development of professional competence, pedagogical competence, development
Basic methods of development of social intelligence
The purpose of this research was to determine the level of social intelligence of future teachers and to evaluate their views on the basic methods of developing social intelligence. This study was designed as a mixed-methods investigation. The research group consisted of 541 teacher candidates. The research data were collected with the social intelligence assessment scale developed by the researchers and a semi-structured interview form with teachers about the main methods of developing social intelligence. The quantitative data of the study were analyzed using a statistical program. The descriptive analysis method was conducted through the utilisation of qualitative analysis. The study revealed that teacher candidates assigned high ratings to their problem-solving skills, communication skills, and social intelligence. Research findings reveal that there is no significant difference between the social intelligence levels of male and female teacher candidates. Teacher candidates with high academic achievement demonstrated high levels of social intelligence. The results of the study demonstrate that the majority of teacher candidates subscribe to the belief that social intelligence can be cultivated. The majority of prospective teachers seek to cultivate their social intelligence through the application of fundamental methodologies. The proposal included the creation of course content for developing social intelligence at all levels of education.
Social intelligence, teacher candidates, mixed method
Organization of independent work of students based on distance learning and the project method
The education system of any country is constantly undergoing various kinds of changes, especially now. Modern trends are emerging that help organize the educational process. The main reasons for the changes are the development of scientific and technological progress, economic and political changes that are aimed at improving the educational process, and achieving high educational indicators. One of the criteria for achieving high educational indicators is the improvement of students’ independent work, carried out in a certain system, with the partner participation of the teacher in its planning and assessment of the achievement of a specific result. Improving the independent work of teachers is necessary for the development of cognitive creative activity, as well as working with a large flow of information, acquiring knowledge, and completing tasks. In this regard, it is necessary to teach teachers independent ways of acquiring knowledge, since independent work is designed to complete the tasks of all other types of educational work, because no knowledge that has not become the object of one’s own activity can be considered the true property of the individual. Thus, Zh. Asanova identifies conditions that contribute to the activation of independent work of students, and also presents its essential features, namely, the presence of a task, the absence of direct participation of the teacher in completing the task, partial participation in the organization and management of students’ cognitive activity, and the availability of sufficient time for completing the task. And only then will the independent work of teachers become a type of activity for them, and not just a developing potential in the conditions of a systematic reduction in direct contact with the teacher in completing educational tasks. Hence, we will prepare teachers who are knowledgeable, thoughtful, and able to independently obtain and apply knowledge in practice.
project method, distance learning, independent work, multimedia technologies, educational and methodological base, project activities, language training, information resources
Transformation of educational approaches and their role in the concept of «smart city»
The development of the "smart city" concept requires changes in society. Human capital must acquire additional properties to harmoniously integrate into the "smart city" concept. One of the means of changing human capital is the adjustment of education. Since existing approaches in the educational process do not allow the formation of appropriate human capital for the creation and development of a "smart city", as well as its life support, taking into account sustainable development. The purpose of this article is to identify the stages of human capital formation for the development and maintenance of a "smart city" through changes in educational approaches. The scientific and practical significance of this study is the justification of changes in the educational process to form the skills and experience of a person corresponding to the "smart city" concept. When writing the article, general scientific research methods were used: content analysis, review of scientific publications, synthesis and comparison method. The main results of the study include a comprehensive and in-depth analysis of the "smart city" concept and the stages of its development, as well as key skills and competencies that need to be developed based on the study of the concept of "smart residents". It is concluded that learning should become a creative process aimed at developing the student's creative experience. The contribution of this study contributes to the expansion of knowledge in the field of educational approaches in the context of the development of the "smart city" concept. The presented approach is capable of improving the human capital of Kazakhstan, which is more responsive to the dynamic reality than the approach that existed previously.
smart city, human capital, educational process, digital environment, pedagogy
Modern methodology of organizing career guidance
The article discusses the relevance of conducting career guidance work in secondary schools, the importance of organizing it on the basis of an atlas of new professions and competencies. In the conditions of the actively changing modern world, the labor market is also changing rapidly. While some professions appear and become increasingly popular, others are becoming less popular and are beginning to be forgotten. Therefore, the question arises: «What profession is better to master?» A prestigious profession attracts many people and is highly competitive, both when entering school and when getting a job. Therefore, in order to achieve high income and career success, an applicant must be prepared for difficult tests and great competition. The applicant has the opportunity to choose professions that are in demand today and in the future with the help of an atlas of new professions. An atlas of new professions and competencies is a collection of professions that, according to experts in various fields, are already in demand and will appear in the near future. This atlas provides us with a list of professions that will be in great demand in the near future, within 5-10 years. The article presents a description of several new professions proposed in this atlas. In addition, the results of an experiment conducted to determine the aptitude of 9th-grade students of 2 secondary schools in Astana are presented.
Conceptual foundations of modeling the process of professional training of social educators through art technologies
The article provides a theoretical analysis of the importance and effectiveness of art technologies in the professional training of social educators based on domestic and foreign scientific works. It presents an overview of the history of the concept of Art Technology and considers the features of its application in education. The issues solved through the use of Art technologies in the professional training of future social educators are systematized. Definitions of the concept of "art technology" by domestic and foreign scientists are analyzed and grouped according to their general definitions. The cathartic, regulatory, communicative, and reflexive functions of Art technologies in the professional training of social educators are analyzed. It was also noted that the use of art technologies in the educational process optimizes the structure of educational materials, improves the planning of the educational process, and manages cognitive and educational activity. It also facilitates diagnostics, forecasting, and educational design. The model was developed by analyzing the potential of art technologies in professional training for social educators and in developing their professional competencies. The presented model consists of conceptual, technological, organizational, and dimensional blocks. The conceptual block of the model contains the content necessary for the training program of future social educators, such as the purpose, objectives, methodological foundations, and principles of the model. The technological block clearly demonstrates the technological (internally meaningful) side of the process of developing the professional competencies of future social educators through art technologies. This block contains the forms, methods, and means of achieving the model's goal, as well as the mechanisms for implementing the model. The organizational block forms the pedagogical conditions and stages of the development of professional competence of future social educators through art technologies, while the dimensional block establishes the components, criteria, and levels of development of professional competence of future social educators. The model presented in the content of the article can become the main guideline for the development of professional competencies of future sociologists using art technologies.
art technology, art therapy, training of social educators
Critical Thinking and the Development of Students’ Critical Thinking Skills in the Teaching of Magical Realism
This article explores the concept of critical thinking and highlights its importance in the education of philology students, particularly through the lens of teaching literary genres such as magical realism. In the context of rapid social, economic, and informational changes, the modern labor market demands not only specialized knowledge but also the ability to think critically, make informed decisions, and adapt to new situations. These metacognitive competencies are central to what is defined as critical thinking – an essential skill of the 21st century. Critical thinking is recognized as a core educational objective in Kazakhstan’s State Educational Standards, as well as in international frameworks such as the OECD and PISA. The growing need for professionals capable of independent reasoning and reflection underscores the relevance of this study. The article aims to analyze critical thinking as a fundamental academic and professional skill, and to identify effective pedagogical strategies for its development in philological education. The study systematizes theoretical approaches to critical thinking and examines established models, including those proposed by Bloom, Facione, and Kemp. Their strengths and limitations are assessed in relation to current educational goals. Methodologically, the research draws on psychological-pedagogical literature, normative documents, and scholarly works by authors such as Facione, Halpern, Ennis, and Iskhakov. Special attention is given to teaching strategies that foster critical thinking, including debates, the Socratic method, and project- and problem-based learning. The integration of digital technologies in learning environments is also examined for its potential to support critical engagement. In conclusion, the article presents a comprehensive approach to developing critical thinking in philology students, aimed at preparing competitive, adaptable, and independent professionals capable of responding effectively to the challenges of the contemporary information society.
critical thinking, analytical skills, educational innovation, intellectual development, social competencies
Structural Modeling Analysis of Pre-Service Teachers’ Professional Perceptions of International Assessments Using SmartPLS
This scientific article presents an in-depth analysis of pre-service primary school teachers’ professional perceptions of international educational assessment programs such as TIMSS and PIRLS, utilizing structural modeling. The study employed the SmartPLS software to analyze quantitative data and assess the nature of pre-service teachers’ attitudes and professional interpretations of these evaluation systems. TIMSS (Trends in International Mathematics and Science Study) and PIRLS (Progress in International Reading Literacy Study) are comprehensive international assessments that evaluate the quality of education and are regarded as key indicators of reform efforts and teaching quality improvements in modern education systems. Therefore, the perceptions of future teachers regarding these assessments serve as an important criterion for evaluating their level of professional preparedness. The research was conducted among third- and fourth-year students majoring in "Pedagogy and Methods of Primary Education" at Korkyt Ata Kyzylorda University. Empirical data were collected using a structured questionnaire. The content of the questionnaire was grouped into five thematic blocks comprising 25 indicators. The collected data were analyzed using the PLS-SEM (Partial Least Squares Structural Equation Modeling) methodology, and statistical processing was carried out through measurement and structural models. The analysis revealed that future teachers perceive TIMSS and PIRLS not only as mechanisms for comparing student achievement but also as valuable methodological resources that can be integrated into pedagogical practice. The results of the study aim to improve teacher training systems in higher education institutions, foster professional competencies, and develop strategies for adapting to international assessment systems. Furthermore, the findings are intended to contribute scientifically and practically to the modernization of the national educational content and its alignment with global standards.
TIMSS, PIRLS, pre-service teachers, professional approach, structural modeling, SmartPLS, international assessment, teaching competence, quality of education, empirical research
Risk management to improve the quality of higher education institutions using a risk map
The article examines the importance and relevance of the risks faced by universities in the activities of the university and examines the management of identified risks using a risk map. The authors analyzed the state of risk awareness in the domestic and foreign scientific and pedagogical literature. In order to determine the significance of the risks encountered at the university, many types of risks are differentiated. University risk management should be based on generally accepted approaches, educational features, and a specific classification of risks and risks of the university. Higher education is an area characterized by certain risks. The definition, forecasting and assessment of risks of the educational organization should be carried out in the context of the quality of training of students, comply with approved quality goals, as well as established norms and requirements of educational standards. At the same time, it is important to evaluate the activities of the university in terms of providing the necessary resources. The relevance of risk management in educational institutions is due to the reform of the higher education system. In this regard, there is a need to identify and assess the risks and opportunities of educational organizations, as well as to search for new methods of their management. The purpose of the article is to manage internal and external types of risks encountered in the activities of higher education institutions using a risk map. Within the framework of the article, internal and external factors affecting the activities of the university were considered.
Risk, risk map, risk management, university risk management, internal risk, external risk
Features of the use of digital technologies in the professional activities of future educational psychologists
The article is related to the need to study the issue of developing digital competence among future teacher-psychologists. Therefore, the main goal of using digital technologies in the professional activities of future teacher-psychologists is considered. At present, the main reason for the various changes in the education system lies in the vast flow of information. To adapt to the rapid changes in society, it is necessary to continuously develop one’s digital competence as an integral part of lifelong learning. Considering the task of modern professional education to train specialists who are ready to work, improve, and develop in a digital environment, the article reveals the essence of the concept of “digital competence.” In our opinion, digital competence is the formation of a set of competencies of future teacher-psychologists related to working in a digital environment (digital skills, digital literacy, algorithmic thinking, data analysis) and the ability to apply them in solving professional tasks. To achieve this goal, educational institutions must also be ready for change. In addition, future teacher-psychologists should be effective, responsible, active, and competent in the use of digital technologies in their professional activities. Digital technologies represent a modern living environment that opens up new opportunities for learning, self-development, and building an individual educational trajectory regardless of location. Systematic and strategic use of digital technologies by future teacher-psychologists helps them to search for information efficiently, develop discipline, and quickly master digital knowledge. The study considers the professional development of digital competence among future teacher-psychologists as a process implemented through the use of digital technologies. The article presents a theoretical analysis of the research problem and provides the results of an empirical study aimed at identifying the conditions for developing digital competence in future teacher-psychologists. The presented findings contribute to enhancing the digital competence of future teacher-psychologists in their professional activities.
competence, professionalism, professional competence, digital competence, information and communication technologies, digital technologies, future teacher-psychologists
Practice of training specialists in inclusive education in Kazakhstan and ways to improve it
Currently, the inclusive education system is becoming internationally recognized. This is a requirement of society, a requirement of the time. Due to the delay in the inclusive education system in Kazakhstan, there are enough problems that need to be solved. One of them is the shortage of personnel, the importance of their training, and the need for their training or retraining. It's only a matter of time to determine how efficiently and productively the system works. The article discusses the level of development of inclusive education in Kazakhstan, ways of improvement, training of specialists, and scientific conclusions are drawn. The purpose, main direction, and idea of the study are to identify the causes of difficulties in inclusive education with an analysis of Kazakhstan's achievements in the field of education. Differentiation of work aimed at the needs of children with disabilities, comparing the training of specialists with foreign experience. As for the scientific significance of the work, the analytical work revealed the relevance of professional development and the axiological approach in inclusive education, its effectiveness in training specialists in orienting skills, knowledge and mental activity not only to meet the needs of individual groups but also to meet the needs of the whole society. In the course of the research, parents of children studying in secondary schools were interviewed and the results were analyzed. Thus, we have determined their point of view and the position they should follow. Results and analysis of the work, conclusion: it is proven that ways to improve inclusive education can be identified only if problems in this area are identified, and an analysis of thinking is proposed. Several approaches were discussed, and specific recommendations were given on the training of specialists involved in this process.
inclusion, values, professional development, training of specialists, axiological approach, education
Basic mechanisms for ensuring the quality of the educational process at a university
This article examines the main challenges in ensuring the quality of the educational process in higher education institutions in the country, which were identified after Kazakhstan joined the Bologna Process. It analyzes the sources of these problems, such as low funding, the advanced age of the teaching staff, lagging behind global trends, a lack of interaction with industry, and instability in the regulatory framework. Particular attention is paid to issues of goal setting, the alignment of teacher qualifications with modern requirements, the absence of a unified methodology for quality assessment, and the organization of the educational process. The author notes that the accreditation procedure, despite its formal nature in the initial stages, helps improve the understanding of educational quality requirements and stimulates the pursuit of improvement. In addition, the role of the quality management system (QMS) in universities is analyzed, emphasizing its importance in documenting processes, ensuring the transparency of procedures, and distributing responsibility. However, the author points out the inadequacy of the QMS in ensuring the quality of the educational process, emphasizing the key role of the teacher in quality management, as well as the need to involve students in self-governance. The article also examines the role of textbooks as a mechanism for managing learning. The conclusion outlines mechanisms for ensuring the quality of higher education, including accreditation, QMS, the quality of teacher training, and student involvement.
Educational process, quality, accreditation, quality management system, higher educational institution, education
Adaptation of First-Year Students in the Context of Digital Transformation of Higher Education
The article is devoted to the study of the peculiarities of first-year students’ adaptation in the context of the digital transformation of higher education. The purpose of the work is to identify the main academic, socio-psychological, and digital factors influencing the successful adaptation of first-year students in modern universities. The object of the research is the adaptation process of first-year students, while the subject is the set of conditions and factors determining successful integration into the educational environment of the university in the digitalization era. The methodological basis of the study includes systemic and activity-based approaches, as well as the theories of engagement and digital resilience. Empirical methods included a questionnaire, T.A. Nemchin’s Anxiety Test, and the “Well-being, Activity, Mood” (WAM) survey. The empirical base was formed using data collected from 72 students of L.N. Gumilyov Eurasian National University. The results showed that most students adapt to the university environment within several weeks or months; however, about one-third face significant difficulties due to misunderstanding the credit-based education system, high autonomy, and digital workload. A high level of anxiety (observed in ¾ of students) and an emotional balance between mood and activity were noted. The study concludes that comprehensive adaptation programs are necessary — those that include psychological support, the development of academic and digital competencies, as well as the formation of stable strategies for students’ self-regulation and engagement.
Features of school management in the context of the integration of inclusive education into secondary schools
The article discusses the features of school management in the context of effectively integrating inclusive education into a general secondary school. The study describes the modern paradigms of inclusive education, the differences between the concepts of integration and inclusive education, and the role of school administration in the formation of an inclusive environment from a theoretical and practical point of view. The authors propose management strategies adapted to the conditions of our country, making a theoretical analysis of the international experience in inclusive education. The proposed management paths are substantiated by the results of sociological research conducted by the authors. The study was carried out on the basis of sociological surveys, which included students, parents and subject teachers of secondary schools in Almaty. The results of the survey revealed that, in addition to the increasing level of social adaptation of children with special educational needs at school, parents have a positive attitude to inclusive education and a tendency for students to inclusive communication. The article proves the importance of formative assessment in the process of teaching children with special educational needs. and the effectiveness of such tools as multi-level training methods is differentiated. In the theoretical and practical consideration of school management in the context of the integration of inclusive education into a secondary school, the results of the study are valuable. Thus, the authors provide specific practical recommendations in this direction, offering an integrated management, pedagogical and social approach for the successful implementation of the inclusive education process.
inclusive education, children with special educational needs, school management, special educational needs, inclusive learning environment
The role of national values in the formation of professional development of future teachers-psychologists
The work considers the role of national values in the formation of professional competencies of future teachers-psychologists. In the modern education system, the formation of personality based on national values is recognized as one of the most important areas. National values are a system that forms the basis of the spiritual, cultural, and social life of the nation, passed down from generation to generation; therefore, it is important to take them into account in the process of training teacher-psychologist specialists. The popularization of national values occupies a special place in the development of professional competencies in future teachers-psychologists. The paper discusses the main aspects of training teacher-psychologist specialists, the formation of professional competencies and compliance with modern educational requirements. In the modern education system, the problem of personality formation based on national values is becoming relevant, since they form the basis of the spiritual, cultural and social life of the nation. National values, as an important system that is passed down from generation to generation, have a special impact on the training of teacher-psychologist specialists. Taking into account national values in the process of professional training of future teachers-psychologists contributes to their personal and professional development. Important aspects are the formation of professional competence, the acquisition of psychological knowledge and skills, as well as compliance with the requirements of the modern education system. This work discusses the main goals and objectives of training teachers-psychologists, and also considers the impact of national values on the professional development of future specialists. The results of the study provide important foundations for improving the professional level of teachers-psychologists necessary for the sustainable development of society. The relevance of the topic is due to the need for the sustainable development of society, the training of specialists who meet cultural and social demands.
national values, teacher-psychologist, professional competence, education, development, future specialist