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.
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
Copyright (c) 2026 Gumilyov Journal of Pedagogy
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.
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
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.
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
The impact of digital technologies on the development of critical thinking in art education students
The article presents an analysis of scientific studies devoted to the theories and methods of developing critical thinking skills in students within the field of art education. In addition, theoretical concepts explaining the importance of critical thinking were explored, along with the role of digital tools in the educational process and their impact on enhancing students' creativity. The purpose of the article is to foster the development of students' critical thinking and creativity through the use of digital technologies, as well as to promote their integration into the field of contemporary art. In this regard, an in-depth analysis of the concept of critical thinking was conducted, along with a theoretical review of scientific studies in the fields of art and art education. A comparative analysis of research by international and domestic scientists was conducted, along with an examination of the importance of key concepts in various fields of science, such as psychology, pedagogy, philosophy, and sociology. The effectiveness of critical thinking as a foundation for future fine arts teachers in enhancing the quality of education through the use of digital technologies was investigated. The creative works of modern art teachers related to digital technologies were considered, along with a detailed analysis of articles in scientific sources. The article examines the integration of digital technologies into art education, as well as their role in modernizing traditional teaching methods. The use of interactive technologies has been shown to foster students' creative freedom and enhance their skills. The use of digital technologies as an effective tool for developing critical thinking in art students has been explored. Their innovative role in enhancing students' creative abilities and preparing them for the contemporary art market has also been revealed.
The necessity of teaching prospective pre-service teachers emotion regulation strategies during their professional development
It is well recognized that a primary school child is reliant on his teacher from the moment he arrives, and that the teacher's emotional stability has an impact on the youngster's education and upbringing. The paper examines the necessity of teaching prospective pre-service teachers emotion regulation strategies. The notion of emotion regulation and the strategies for regulating emotions in accordance with J. Gross's model are explained, along with a theoretical examination of the subject. The article's goal is to evaluate the emotional management skills of prospective pre-service teachers-students according to Raivich K. and Shatte E. model and present emotion regulation strategies and discuss those strategies chosen by students. The article examines the tasks that cause students' positive or negative emotions as well as the dynamics between students and teachers. Twelve prospective pre-service teachers-students who volunteered to participate in the study were students at Kyzylorda University's "Pedagogy and Psychology" bachelor's degree, named after Korkyt Ata. The research issue of the study was addressed through the use of a focus group discussion approach. Thematic analysis was carried out, research data were coded, and findings were collected. It was concluded and discussed as a result that prospective pre-service teacher-students struggle with emotion regulation. Limitations of the study and suggestions for more research were provided at the conclusion of the project.
prospective pre-service teacher, training, emotion, positive/negative emotion, emotion regulation, emotion regulation strategies
Features of using artificial intelligence in the development of chemistry differentiation tasks
The integration of artificial intelligence (AI) technologies into education is viewed as an effective means of enhancing modern teaching practices. In chemistry lessons, the use of AI for developing differentiation tasks enables the individualization of the learning process by addressing students' personal learning needs. The purpose of this study is to evaluate the effectiveness of AI tools in designing chemistry differentiation tasks, drawing on both Kazakhstani and international experience. The research applied methods of literature review, comparative analysis, and examination of the practical use of neural networks. The study explored the potential of AI tools such as Chad AI, Fusionbrain, and Craiyon for modeling chemical reactions, visualizing data, and supporting adaptive teaching approaches. The findings revealed that the application of AI tools not only enhanced students' interest in chemistry but also improved the efficiency of differentiation tasks by approximately 20%. The advanced practices of Japan and the USA were identified as valuable models for adaptation within the Kazakhstani education system. Furthermore, AI was shown to enable the creation of personalized learning trajectories aligned with individual student abilities. Overall, the research highlights the innovative role of AI in chemistry education, demonstrating that AI-supported methods simplify the design of differentiation tasks while fostering the development of analytical and critical thinking skills. The results provide practical recommendations for the effective implementation of AI in Kazakhstan’s education system.
artificial intelligence, differentiation tasks, inclusive education, machine learning, data analysis, educational technologies, individual needs
The use of cooperative learning in the formation of emotional intelligencebased on project activity and social skills
One of the essential areas in teaching biology is the development of students social-emotional skills through project activities. These activities help students connect emotional intelligence with the subject, especially in group work, where they learn to recognize and respond to emotions, demonstrate leadership, manage interpersonal dynamics, and communicate effectively. The article outlines the goals of project activities and presents scientific findings on skill development in this process. It highlights that diagnosing students interests and tracking the growth of their abilities in project-research work is a pressing issue. Monitoring results show a positive trend in students cognitive activity, confirming the effectiveness of the research. The experiment on forming social-emotional skills included several stages. Data were processed using mathematical and statistical methods, such as calculating the arithmetic mean, conducting repeated-measures ANOVA, and performing variance and comparative analyses of students skills before and after the project. The study demonstrates that project activities play a key role in training future biologists. In today’s competitive environment, society demands graduates who think critically, have a strong personal stance, and are capable of conducting scientific research. A specialist with these competencies gains a significant advantage in professional and academic competition.
emotional intelligence, science, learner, project activity, social-emotional skills, learning, Soft skills, cooperative learning
Digital literacy and Web 3.0: innovative approaches to teaching foreign languages to students at universities
The article is devoted to the study of the issue of digital literacy and the use of Web 3.0 technologies in teaching foreign languages to students at universities. The results of a review of the study of the introduction of new generation digital tools and technologies, which, according to the authors, contribute to improving language skills and help students learn foreign languages ​ ​ in the modern digital world, are presented. The article also discusses the theoretical foundations of digital literacy and the introduction of Web 3.0 technologies in the process of teaching foreign languages, provides examples and recommendations. Particular attention is paid to justifying the effectiveness of the proposed approaches and their structured implementation in the educational process. The article contains the results of the analysis of the opinions of teachers and students of L.N. Gumilyov Eurasian National University on the use of innovative technologies in the process of teaching foreign languages. As a result of conversations with study participants, both positive aspects of the introduction of Web 3.0 technologies and key challenges faced by participants in the educational process were identified. The faculty note increased student engagement through interactive platforms and online projects, but face technical difficulties and the need for ongoing professional development. The students, in turn, emphasize the significance of access to high-quality Internet and the importance of balanced use of traditional teaching methods and digital technologies. The main focus of the article is on the pedagogical aspects of the introduction of Web 3.0 technologies, including methodological developments aimed at increasing the motivation of students and developing their critical thinking in general and increasing digital literacy in particular.
Transformation of professional development programs for teachers in the contextof digitalization, globalization and inclusive education
The article is devoted to researching the professional development needs of university and college teachers in the context of digitalization, globalization, and the expansion of inclusive practices. The aim of the study is to determine the theoretical and methodological foundations for the formation of innovative activities among teachers and to assess the role of the professional development system. The tasks included analyzing international and Kazakhstani approaches, identifying factors influencing program selection, and empirically assessing satisfaction with their content and formats. Based on a survey of 143 teachers from Kazakhstani educational institutions, the priority components of professional development programs and differences in their perception depending on work experience and academic position were identified. Regardless of experience, modules on teaching methodology, digital technologies, innovation, and dual education are highly valued. Beginning teachers show less interest in axiological and humanitarian aspects, while experienced teachers focus on strategic and research components. Statistical analysis (t-tests, ANOVA) showed relative uniformity in basic needs despite structural differences between professional groups. The results confirm the need for modular and adaptive programs that combine digital, inclusive, and value-based components, which will enable the development of innovative potential and professional identity among teachers, as well as the modernization of the professional development system in the context of global transformations.
Self-assessment of future primary teachers in personal brand formation
Currently, market relations have entered the educational space. Therefore, a modern teacher needs to stand out among others. Modern realities emphasize the tendency of parents to choose a teacher for their first-graders, not a school. This trend indicates the importance of the personality of a primary school teacher. The formation of a personal brand of a teacher, allowing him to become in demand, successful, recognizable, is becoming a pressing problem today. The solution to this problem is proposed by the authors from the position of studying the influence of self-esteem on the formation of a personal brand. The article presents an analysis of the scientific literature on the research problem. By the formation of a personal brand of a teacher, the authors understand a process that includes awareness of one's own professional competencies, unique personal qualities and value preferences. An important structural component of this process, as indicated by the authors, is self-esteem. To achieve the goal set by the authors, the following research methods were used: quantitative and qualitative. The authors conducted a study, the total number of respondents was 229 future primary school teachers. The survey was confidential. The results of the study conducted within the framework of this article emphasize the significant role of self-esteem in the formation of a teacher's personal brand. The conducted research may be of interest to future primary school teachers, teachers of higher education institutions and all other interested persons.
self-esteem, primary school teachers, teacher's personal brand, personal brand formation, future teacher
Institutionalizing Service to Society: The Engaged University
This study explores the development of the engaged university model in the context of higher education transformation in Kazakhstan. Growing interest in the social mission of universities reflects the need for sustainable development and social justice, making the topic particularly timely. A comparative case study approach was used, including thematic analysis of strategic and internal documents and observation of current engagement practices. Nazarbayev University serves as the focal case, with its institutional practices compared to international engagement frameworks, such as the Carnegie Classification, the Engagement Scholarship Consortium, and the Talloires Network. The findings indicate that while elements of engagement are emerging in rhetoric, initiatives, and selected activities, a comprehensive institutional model has yet to be established. The theoretical contribution lies in clarifying how the engaged university evolves in transitional systems. The practical value of the study is in informing the design of engagement policies and strategies in Kazakhstani and regional universities.
Legal competence of a social educator in the prevention of adolescent victim behavior
The article examines the basics of the professional activity of the legal competence of a social teacher in the Prevention of victim behavior of adolescents. The purpose of the study is to reveal the legal competence and professional foundations of social educators in the adaptation of adolescents to life through the study of victim behavior and its relationship to criminal activities. The article comments on the concepts of "victimhood", "victimhood", "victim behavior", "legal competence", and shows their socio-pedagogical significance. In the course of the study, he draws attention to the fact that the effectiveness of the work carried out with them in the prevention and correction of victim behavior of adolescents depends on the professional competence of a social teacher. The importance of the legal competence of social teachers in the formation of cultural values and legal literacy in adolescents on the basis of theoretically analyzed judgments of the essence and content of the Prevention of victim behavior of schoolchildren is emphasized. The theoretical and methodological basis of the study was the structure of the process of social adaptation of the victim behavior of adolescents through a diagram. Factors affecting the tendency of adolescents to victimization in their behavior-orphanhood, domestic violence, alcoholism of parents, bullying, lack of a comfortable and safe educational environment, involvement in criminal groups, and the negative function of the information environment, wereconsidered. The article discusses the theoretical-methodological and scientific-practical foundations of the phenomenon of victim behavior of adolescents leading to victims of socially dangerous situations and the problem of its prevention. As a result of this article, the professional activity of a social teacher shows the importance of effective organization of measures to prevent the victim behavior of adolescents in an educational institution.
Features of pre-profile training of students with disabilities in special schools
The article is devoted problem of pre-professional training in special schools, which will help children with disabilities choose different professions according their capabilities. Pre-professional training in correctional schools aimed actualizing students' professional self-determination by activating specially organized activities to obtain information about world of professions. The purpose this study was to study work-related skills that employers consider critically important in organization of pedagogical education in process of preprofessional training students with disabilities. Based the generalization of various leading foreign and domestic scientists on this issue, indicates the successful employment of students with disabilities depends on educational program that focuses employment expected result. Review of foreign and domestic literature, semistructured interview research focus on high school students with disabilities in special schools, example of visually impaired students, was conducted. The study group was sorted by integrative qualities for work (character traits, interests state motor qualities) the degree of preparedness for work. Recommendations and conclusions included: for professional skills that should be included students with intellectual disabilities the field of special education and special educators — justification employment specialists. Result of the research, pedagogical recommendations have been developed and proposed for working with high school students in special correctional schools professional self-determination.
Pre-profile training, social adaptation, special correctional school, children with disabilities
Formation of financial literacy of primary school students based on digital content
The article explores the formation of financial literacy among primary school students through digital content, emphasizing its importance in addressing global socio-economic challenges such as debt dependency and low economic awareness. The authors argue that early financial education forms the foundation of responsible economic culture and civic maturity. The study draws upon Kazakhstan’s national policies (“Concept for Improving Financial Literacy 2020–2025,” “Concept for Digital Transformation 2023–2029”) and international recommendations from the OECD. Using surveys, pedagogical analysis, and comparative methods, the research involved 172 primary school teachers in the Kostanay region. Results revealed a lack of digital learning materials and specific educational programs for financial literacy development. In response, the authors designed an elective university course titled “Formation of Financial Literacy of Primary School Students,” incorporating digital textbooks, teacher guides, and multimedia assignments. The article highlights three structural components of financial literacy: Cognitive – knowledge of financial principles; Activity-based – practical skills in budgeting, saving, and spending; Value-motivational – responsibility, independence, and ethical behavior. The research concludes that digital educational content — including interactive games, videos, AR storybooks, and online platforms — significantly enhances students’ engagement and financial competence. The study’s novelty lies in the creation of a theoretically grounded, methodologically coherent digital model for financial literacy formation in primary education, promoting the integration of digital pedagogy and financial education for sustainable learning outcomes.
Elementary grade, financial literacy, financial behavior, economic culture, digital content
Internal Academic Mobility of Students in Kazakhstan: Institutional Practices and Strategic Guidelines
In the context of ongoing higher education reforms in Kazakhstan, student academic mobility is viewed as one of the key tools for improving the quality of training and fostering academic partnerships between universities. Particular attention is paid to the development of internal academic mobility as the most realistic and accessible form of inter-university cooperation within the country. This article presents the results of theoretical and empirical analysis of the current state of internal academic mobility among students. It explores institutional mechanisms used in Kazakhstani universities, the regulatory framework governing mobility, and the implementation practices of exchange programs. Key barriers and challenges are identified, including inconsistencies in curricula, difficulties in credit recognition, limited financial and informational resources, low student motivation, and underdeveloped digital infrastructure. Based on a review of current educational strategies, the authors propose priority directions for enhancing academic mobility: strengthening institutional cooperation among universities, introducing a unified digital mobility platform, standardizing academic requirements, and providing incentives (grants, academic benefits, career opportunities) for student participation. Special attention is paid to the role of internal mobility in fostering a unified educational space, building students’ social capital, promoting regional integration, and enhancing the competitiveness of Kazakhstani universities.
internal academic mobility, higher education, Kazakhstan, universities, institutional practices, educational strategy, academic exchange
Methodology for the application of STEM-education technology in the study of physics
This article presents a methodology for applying STEM-education technology in the teaching of physics at pedagogical universities in Kazakhstan. The proposed approach combines the 5E instructional model with project-based learning (PBL) to enhance student engagement, interdisciplinary thinking, and professional competence among prospective physics teachers. A case-based lesson on the topic “Friction: Force of Friction” was developed and piloted with third-year students specialized in physics education. The lesson incorporates real-world problem scenarios, inquiry-based experimentation, and collaborative mini-projects to foster skills in scientific reasoning, critical thinking, and the practical application of physics concepts. Observational data, student reflections, and portfolio assessments indicated increased motivation, deeper conceptual understanding, and the effective integration of STEM components. The study highlights both the pedagogical potential and implementation challenges of STEM in teacher training contexts, including the need for more structured support and curricular integration. The findings contribute to the conceptual framework for modernizing physics education through STEM methodologies and support the systemic development of STEM competencies in future educators.
STEM-education, Project-Based Learning (PBL), Physics teaching, 5E instructional model, teacher training