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.
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
Copyright (c) 2026 Gumilyov Journal of Pedagogy
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
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
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
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
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
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
Development of cognitive independence of future teachers through the use of digital educational resources
This article is devoted to the study of the effectiveness of using digital educational resources for the development of cognitive independence of future teachers. The research involved students who actively used digital resources to study academic subjects, and the results were analyzed. The main objective of the study was to determine the extent to which the use of digital educational resources in the learning process contributes to the development of students’ cognitive independence. The analysis of the research results showed that the use of digital educational resources indeed contributes to the development of students’ cognitive independence. Moreover, it was noted that digital educational resources have several advantages that make them particularly useful for learning. In particular, they are accessible to most students, which makes them convenient to use anytime and anywhere. In addition, they are characterized by interactivity and the possibility of individual customization of learning according to the student’s level of knowledge and specific needs. We conducted a study based on certain methods for assessing the level of independence ("Methodology for determining the strength of cognitive need" by V.S.Yurkevich, "Methodology for determining cognitive activity" by L. A. Chervyakova, Yu.V. Boyko) and comparing the results between a group of students using digital educational resources and a control group that studies without using them. A survey was conducted to identify students' attitudes towards digital educational resources and their own assessment of the level of independence in educational activities. The article also discusses the possibilities of using digital educational resources in the learning process and provides recommendations for their application. The use of digital educational resources makes it possible to improve the quality of learning and the development of cognitive independence of future teachers. Thus, this study emphasizes the importance of integrating digital educational resources into education and offers specific recommendations for their effective implementation. Based on the results of the experimental work, it should be noted that when preparing a future teacher at a university in order to form and develop cognitive independence, it is necessary that the student has the opportunity to be involved in innovative activities for the development of new digital technologies.
cognitive independence, development, future teachers, digital educational resources, self-learning, competencies
Analyzing the performative aspects of Mongolian wedding rituals
This article explores Üzemchin Mongol wedding rituals through the perspective of Performance Theory. It draws on Richard Bauman’s idea of Verbal Art as Performance. It treats ritual not as a fixed rule but as a social act that people bring to life through performance. The discussion focuses on two key practices: Ekhiin Tsagaan Süü Khariulakh Yos (“Repaying the Mother’s White Milk”) and Üüd Darakh Yos (the door-barring rite). Ekhinn Tsagaan Süü Khariulakh Yos carries deep emotion. It expresses a child’s gratitude for a mother’s care. A poet recites a blessing in rhythmic, expressive verse. The blessing functions as both moral guidance and cultural education within the community. The door-barring ceremony opens the wedding. It sets two family spokesmen in a ritualized verbal duel. Their exchange becomes a form of oral artistry and a display of ceremonial verbal duel. By examining these practices, the study shows how Üzemchin weddings function as active performances. They blend verbal art, social interaction, and tradition. This perspective offers a fresh way to understand Mongolian ethnographic materials and the living nature of local customs.
ritual performance, oral poetry, participant, tradition bearer
Development of an AI-enhanced advanced mathematics course to improve the career readiness of IT students
This article presents an expanded methodology for the development and implementation of an AI-enhanced advanced mathematics course designed to strengthen the analytical, mathematical, and digital competencies of IT students. The course integrates key mathematical domains – linear algebra, mathematical analysis, and probability theory – with practice-oriented tasks from the field of information technology, such as machine learning, data analysis, algorithm optimization, and predictive modeling. This integrative framework enables students to apply theoretical mathematical concepts to realistic professional contexts and enhances their understanding of how abstract models underpin modern computational solutions. The instructional process is facilitated through a modular digital platform equipped with artificial intelligence. The system continuously analyzes learner behavior, including error patterns, task completion time, performance progression, and the frequency of interaction with supplementary materials. Based on these data, the platform adapts task difficulty, provides personalized recommendations, delivers contextual explanations, and generates individualized learning trajectories. Such adaptive support increases student engagement, promotes autonomous learning, and bridges the gap between theory and applied IT practice. A pedagogical experiment conducted with 120 first-year students demonstrated the effectiveness of the proposed course. The average final test score in the experimental group was 22% higher than in the control group, while students’ self-reported confidence in applying mathematical knowledge to real IT tasks increased by 35%. These findings confirm the significant potential of AI-enhanced mathematics courses to improve academic performance, support competency development, and strengthen the career readiness of future IT professionals.
adaptive learning, higher mathematics, artificial intelligence, IT education, pedagogical experiment
Copyright (c) 2025 Gumilyov Journal of Pedagogy
The role of project-based learning in developing leadership, communication, and teamwork among future educators
The article provides an analytical review of studies on the role of project training in the formation of flexible competencies (soft skills) among future teachers specializing in the field of physical culture and sports. A comparative analysis of domestic and foreign scientific papers was carried out, including systematic reviews, meta-analyses and empirical studies. Particular attention is paid to the formation of leadership qualities, communication skills and teamwork skills as key components of the professional readiness of the future teacher. Foreign and Kazakhstani approaches were compared, and proven effects and restrictions on the use of project training in educational practice were revealed. The need to integrate project training into the training programs for physical education and sports teachers as an important condition for improving the quality of pedagogical education and developing professional competencies that meet the requirements of the 21st century is justified. The pedagogical conditions for the successful implementation of project-based learning were considered: the interdisciplinary nature of tasks, assessment, mentoring, digital collaboration tools and reflective practices. It is shown that project formats enhance motivation, responsibility and academic independence of students, contribute to the transfer of knowledge to situations in professional coaching and teaching activities. The practical significance lies in the proposals for the implementation of modules with PBL in methodological academic disciplines, pedagogical and coaching practices, taking into account national standards, university resources and the profile of student training, as well as monitoring the results.
Pedagogical focus of the use of information technologies in education: Kazakhstani experience
The integration of information technologies into education, in the broad sense, entails fostering the harmonious incorporation of children into the information society. This process requires the unification of educational (instructional) and developmental objectives. Information technologies today are no longer merely auxiliary pedagogical tools but have become an integral component of the school’s teaching and educational process. However, in practice, computer tools and digital technologies are predominantly mastered by children outside of school and are mainly employed for gaming and entertainment purposes. Increasingly, their influence on the consciousness and behavior of children and adolescents is observed to be negative. The excessive interest of young people in digital technologies is not always effectively directed toward achieving educational and developmental goals. Therefore, orienting the use of information technologies toward the moral and personal development of schoolchildren is an urgent pedagogical challenge. This article focuses on exploring the ways to strengthen the educational orientation of information technology use within the pedagogical process of schools. It defines the essence and specific features of educationally oriented learning supported by information technologies and proposes a model for educational activities based on their application. Drawing on an analysis of best pedagogical practices in general education schools in Kazakhstan, the author identifies the pedagogical conditions necessary to ensure the effective integration of information technologies in fulfilling the educational objectives of instruction. The article also presents the author’s methodology for enhancing the educational orientation of information technology use and reports the results of its practical implementation.
Axiological Foundations for the Development of Tolerance Culture Among Future Teachers
The article examines the issue of developing the culture of tolerance among future teachers in the context of globalization and cultural diversity of modern society. This culture is described as an important component of a teacher’s professional and personal development. The authors emphasize the special role of tolerance in the education system and its contribution to enhancing the culture of communication within the pedagogical process. The concept of tolerance is analyzed from an axiological perspective, and its place in the system of value orientations of future teachers is defined. Furthermore, the culture of tolerance is viewed as one of the key aspects of professional competence. The authors argue that tolerance is not merely endurance, but also the ability to understand and respect other cultures and viewpoints. The methodological basis of the study includes personality-oriented, humanistic, and axiological approaches. The empirical section presents the results of an experiment conducted among students of Korkyt Ata Kyzylorda University. A set of psychodiagnostic methods, including those developed by N.A. Boltyanova and O.A. Solovyova were used to assess participants’ tolerance levels, and the data were processed using the SPSS software. The findings revealed that most future teachers have an insufficiently developed level of tolerance. The article identifies the psychological and pedagogical conditions that contribute to the formation of a tolerance culture among future teachers and substantiates the importance of purposeful organization of this process.
future teacher, tolerance culture, axiological approach, value, pedagogical conditions, personal development
The Pedagogical Heritage of Ybyrai Altynsarin and the Modern Implementation of the SIDO Concept in the Education of Kazakhstan
The article explores the pedagogical ideas of Ybyrai Altynsarin and their modern interpretation in the context of the development of the educational system of the Republic of Kazakhstan. The proposed SIDO concept includes three key areas: the Silver University, inclusive education, and distance and online learning, forming a holistic model that reflects contemporary societal challenges and needs. Using the example of L.N. Gumilyov Eurasian National University, the article analyzes the implementation of this concept in practice, demonstrating the potential for integrating traditional values with modern educational technologies. A SWOT analysis is conducted to identify the strengths, weaknesses, opportunities, and risks associated with the development of SIDO in Kazakhstan, allowing for an objective assessment of its current state and development potential. The conclusion provides recommendations for improving teacher training, digital infrastructure, and lifelong learning programs aimed at enhancing the quality and accessibility of educational services, as well as strengthening the continuity of Ybyrai Altynsarin's pedagogical legacy in modern conditions. The work contributes to a deep understanding of the interaction between traditions and innovations in national pedagogy, cultural values, educational practices, and methodological approaches, and opens up new directions for further research and practical implementation.
Ybyrai Altynsarin, Silver University, inclusive education, distance learning, online learning, SIDO, pedagogical technologies
Stress management strategies in the educational environment: teachers' experience
This study focuses on identifying the stress factors that teachers face in the educational environment and analyzing possible approaches to effectively support them. The main sources of stress include administrative workload, interactions with parents, working with special needs students, and the need to adapt to modern educational demands. Surveys and interviews were used as research methodologies, providing more detailed data on teachers' perceptions of stress factors. The results showed that high expectations for professional performance, lack of resources, and insufficient systemic support from the administration increase stress levels and decrease job satisfaction. The scientific significance of the work lies in the development of structural changes aimed at improving teachers' working conditions, including the introduction of assistants to reduce administrative workload, training in inclusive practices, and creating stress management programs. The practical significance of the work lies in recommendations that can be used to create a favorable educational environment and enhance teachers' stress resilience. The implementation of such measures not only promotes teachers' professional and emotional well-being but also positively impacts the overall quality of the educational process.
The role of the father in shaping the gender culture of teenage girls
The mastery of professions belonging to boys by modern girls, the influence of the social environment in society, and difficulties in the social environment lead girls from feminine fragility to masculine rigor. At the same time, the behavior, thinking, dressing, and communication of girls as boys is manifested in the incorrect organization of the roles of girls and women in the family. That is, the girl's increased ego, the man's heightened self-awareness, and the manifestation of phenomena not peculiar to his nature and National existence served as the basis for studying this issue. In this context, the main purpose of writing this article is to describe the role of the father in shaping the qualities inherent in the gender, nature, and national identity of girls. Thus, the study examined the role of the father in shaping the gender culture of teenage girls. The role of the father's image in the formation of gender identity, culture, and the gender role of adolescent girls was characterized. A comparative analysis of the research and approaches of Russian scientists in Western countries has been carried out. The study involved teenage girls between the ages of 13 and 16. The survey method was chosen as the research method. A survey was conducted to determine the attitude of young girls toward gender culture. This method allowed us to obtain numerical data. The content of the questionnaire covers the relationship between father and daughter, questions of various aspects (National, career, modern, gender). The survey results were shown in the diagram. As a result of the study, parents and fathers were given recommendations aimed at forming a gender culture in accordance with the character of teenage girls.
The problem of the development of professional research thinking of future educational psychologists in the conditions of modern education
The educational process is a dynamic phenomenon that changes and develops under the influence of various factors of social, economic, political, normative, material, technical and technological nature. Its content requires constant updating and compliance with the requirements of time. The study of professional thinking of a teacher is one of the fundamental problems of pedagogical activity. The relevance of this topic is connected with the role of pedagogical thinking in the organisation of a teacher's activity, his professional behaviour and interaction. Pedagogical labour does not tolerate templates and standards, but the range of creative tasks of a teacher can vary from introducing radical innovations in the content, forms and methods of educational work to solving current problems arising in various pedagogical situations. The conceptual basis of the study was the impulse to transform the professional-research thinking of future teachers, taking into account modern trends and digital changes in the development of science. The article discusses in detail the essence of the concepts ‘professional thinking’ and ‘skills of a modern educational psychologist’ and formulates their basic definition. Particular attention is paid to the identification of psychological and pedagogical foundations that contribute to the effectiveness of the development of research thinking of future teachers. The article aims to identify the problems of the development of professional-research thinking of future pedagogues-psychologists and ways to solve them. The research used the method of survey among future teacher-psychologists, review and generalisation of scientific works of domestic and foreign scientists published in scientific editions.
Review of scientific literature on social pedagogical support for children with special educational needs
The modern education system is focused on accessibility of education for all children, regardless of their characteristics. At the same time, social and pedagogical support for children, taking into account all educational needs, is an important area of work for educational institutions and social educators. It is necessary not only to provide affordable and high-quality education, but also to comprehensively support the child in his development, socialization and orientation in society. Based on domestic and foreign scientific works, the article provides a theoretical analysis of the problem of inclusive education, children with special educational needs, and their social and pedagogical support. Also, the job responsibilities of social educators for working with children with special educational needs are determined on the basis of government documents. During the processing and discussion of the research results, a classification (group) was determined according to the characteristics of children with special educational needs, the essence of their socio-pedagogical support was studied and the levels of support were determined (based on the models of L. V. Mardakhaev and E. A. Orlova, O. Ilyina and S. Sitnyakovskaya, H. Hanley and S. Garrity), the directions were clarified, stages, forms and means of social and pedagogical support for children with disabilities. The results of the article may be useful to specialists working with children with special educational needs, as well as to any applicants interested in the problem of children with special educational needs.
inclusive education, children with special educational needs, social and pedagogical support, activities of a social educator
Issues of Polylingual Education in the Republic of Tatarstan
Polylingual education is a purposeful process aimed at fostering students’ engagement with multilingualism and their appreciation of multicultural societies and the global community. The primary means of achieving this is the mastery of more than two languages, each serving as a tool for acquiring specialized knowledge and facilitating intercultural communication. This article presents the experience of the Republic of Tatarstan in organizing polylingual education, focusing on the organizational and pedagogical conditions of the polylingual approach to academic preparation, communicative competence, and intercultural interaction among students, as well as the factors ensuring the successful implementation of polylingual education in the region. The study’s objective is to monitor polylingual education and evaluate its effectiveness in schools across the Republic of Tatarstan. The research findings, drawn from studies conducted in the republic’s schools, confirm the significance of the polylingual approach in contemporary education. A classification of educational institutions implementing polylingual education was developed as part of the study. Particular attention is given to the experience of the State Autonomous Educational Institution “Polylingual Complex ‘Adymnar’ – Path to Knowledge and Harmony” in Tatarstan, which is focused on creating a modern and effective polylingual educational environment. The scientific and practical significance of the article lies in its analysis of regulatory documents and legislative acts governing the educational system of the Republic of Tatarstan, a qualitative content analysis of reports on polylingual education practices, surveys and questionnaires of teachers and school administrators to gauge their attitudes toward polylingual education and identify barriers to its effective implementation, expert interviews with stakeholders to obtain professional assessments and suggestions for improvement, and an empirical analysis of academic performance and the development of communicative skills among students in polylingual classes. The study demonstrates that polylingual education enhances students’ academic, cognitive, and aesthetic development, fosters communicative abilities, and cultivates a value-based appreciation of the cultural characteristics of diverse peoples.
The relationship between family values and role expectations in modern pedagogical theory and practice
The article examines the relationship between family values and role expectations of spouses, taking into account modern pedagogical theory and practice. The theoretical analysis was based on the studies of O.Conte, J.Koyanbaev, R.M.Koyanbaev, S.Konyrbaeva, K.T.Atemova, Sh.Shuinshina and M.P.Kabakova, and also considered the latest views of scientists on family, family values and role expectations between spouses. Family values are a fundamental component of society and play an important role in the formation of culture and moral qualities. Values can be considered a set of principles, beliefs and norms that regulate family relationships and the interaction of family members. In our study, we found that family values form the basis of healthy and happy relationships within the family. In turn, values contribute to the formation of harmony, trust and respect, as well as the development of individuals and strengthening ties between family members. Based on theoretical analysis, we concluded that unlimited love, respect, trust, responsibility and the desire for knowledge are the main principles that help a family overcome difficulties and achieve a happy, stable life together. Based on theoretical research, the views of scientists in the field of philosophy, pedagogy and psychology on the study of family issues were considered, and the goal was set to experimentally determine the relationship between family values and role expectations. In accordance with the purpose of the study, the methodology of «Role Expectations of Partners» (N.Volkova) and the questionnaire «Family Relationships» (Aleshina Yu.E., Gozman L.Ya., Dubovskaya E.M.), as well as methods of mathematical and statistical analysis were used in the experimental work. Based on the results of theoretical analysis and experimental research, a relationship was established between family values and role expectations of spouses.
family, value, role expectations, communication, spouses
A Theoretical Model for Developing an Individual’s Social Culture: Integrating Family, Education, and Society
Rapid globalization, digital transformation, and socio-cultural change are placing new demands on education systems and social institutions. This article considers the process of forming an individual’s social culture as a complex pedagogical phenomenon, with the interaction of family, educational institutions and social environment. The author has developed a three-level model that reflects the main mechanisms and values of socialization on the basis of theoretical analysis and empirical study. The model includes the system of pedagogical methods aimed at developing key social values such as respect, tolerance, politeness and responsibility. The primary focus of the study was the role of family upbringing, the educational process and the influence of society as interrelated factors in the formation of social culture. The results of the study showed high significance of family and educational institutions, and also the influence of social environment on the development of civic responsibility and an individual’s value system. The scientific novelty of the work is determined by the systematic integration of three social levels and the justification of pedagogical conditions that contribute to the formation of social culture. The practical significance of the presented model consists in its application for planning educational work in schools, universities and youth organizations.
Model and implementation of the stealth assessment system for IT competencies in career guidance using gamification
The article addresses the urgent issue of developing IT competencies among students in the context of education digitalization. In the face of rapid advancements in digital technologies, early career guidance based on determining students’ affinity for information technology has become especially important. However, traditional methods of career guidance often fail to provide an objective diagnosis of students' real practical skills and digital competencies. In this regard, one of the promising solutions is the introduction of gamification into the educational process. The use of game elements and stealth assessment technologies in educational environments helps to increase students’ motivation, actively engage them in the learning process, and objectively identify their abilities. The article analyzes the regulatory documents of the Republic of Kazakhstan that govern the introduction of gamification methods in the educational system, as well as examples of practical implementation of this approach. It presents the informational model and computer implementation of the gamified platform "GCG" (Game for Career Guidance) for the hidden assessment of students' IT skills. The purpose of the research is to present the model of the information system of a game platform for the stealth assessment of IT competencies for career guidance and to demonstrate its implementation. The work includes the scientific justification of the model, the determination of criteria and mechanisms for hidden diagnosis of IT competencies, and presents the result of the model’s implementation in the form of a software product.
Career guidance, gamification, stealth assessment, IT competencies, education, model