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.
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
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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
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 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
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
Studying the types of student motivation based on the theory of personal self-determination
The article considers the possibility of applying the theory of personality self-determination to analyze the motivation of schoolchildren. Various examples of behavior in specific situations are given, demonstrating how different types of motivation affect the actions of students and their results. Personal self-determination is a key process that has a significant impact on a person's self-realization, professional choice, and overall well-being. It is especially important to develop this process in the early stages of life, since the decision made by a school graduate largely determines their future. Understanding the motivation of adolescents plays an important role in pedagogical practice. It enables the adjustment of educational programs to increase their effectiveness, the creation of educational work aimed at achieving better results, and helps students choose the most appropriate direction of development. Using the tools of the theory of self-determination, it is possible to build research in such a way as to identify the inner needs of adolescents and analyze the external conditions that affect their motivation and, ultimately, the process of personal self-determination formation. A deep understanding of the process of personal self-determination allows teachers not only to guide teenagers to a conscious choice of profession and path of self-realization but also to provide support in overcoming age-related crises and difficult life situations.
Preparing future educational psychologists to support schoolchildren's cognitive activity through project-based learning
This article examines the problems and prospects regarding the readiness of future educational psychologists to support the cognitive activity of schoolchildren through project-based activities. The study was conducted to determine the effectiveness of the process of preparing future educational psychologists to support the cognitive activity of schoolchildren through project-based activities. The main ideas of the study are: to determine the main theoretical characteristics of the readiness of educational psychologists to support the cognitive activity of schoolchildren through project activities,and to establish the possibility of increasing the readiness of future educational psychologists to support the cognitive activity of schoolchildren through project activities. The scientific and practical significance of the study lies in the expansion of theoretical knowledge and the development of scientifically based recommendations. The proposed model and development program are confirmed by the results of the study: the level of readiness of future educational psychologists in the experimental group to support the cognitive activity of schoolchildren through project activities has significantly increased, while the control group, which did not receive such training, showed minimal growth indicators; the school experiment also confirmed that project activities accompanied by future educational psychologists who have undergone additional training significantly increases the level of cognitive activity of schoolchildren. Recommendations have been developed for the implementation of the proposed model in pedagogical practice in order to increase the level of readiness of educational psychologists to support the cognitive activity of schoolchildren through project activities and to develop the cognitive activity of schoolchildren.
Theoretical and methodological aspects of developing a value-based approach to health among university students
The article addresses the theoretical and methodological aspects of fostering a value-based approach to health among university students. The research aims to identify effective strategies for motivating students to adopt a healthy lifestyle, taking into account internal and external factors affecting their well-being. A combination of theoretical methods was applied, including analysis, synthesis, comparison, induction and deduction, as well as a pilot survey among students of the Academy of Physical Education and Mass Sports (Astana, Kazakhstan). The study contributes novelty by integrating educational, pedagogical and student level interventions into a three-level model and emphasizing the potential of digital technologies such as artificial intelligence and gamification – to enhance student engagement in health-promoting practices. The results highlight that students’ health is strongly influenced by sleep quality, nutrition, physical activity and stress management, which directly affect academic achievement and personal development. Empirical findings confirm low awareness of preventive health behaviors and significant challenges during the COVID-19 pandemic and online learning. The proposed model suggests concrete approaches, including checklists, health guides, interactive training and AI-based personalized recommendations. This research offers practical implications for university administrators and faculty, providing tools for integrating health literacy into educational environments, and supporting sustainable student well-being and human capital development.
healthy lifestyle, higher education, healthy literacy, motivation, digital technologies, gamification, artificial intelligence
The influence of external and internal factors on students’ involvement in the scientific research process
The formation of research skills among students is one of the main tasks of modern higher education. A future teacher must possess research skills, demonstrate critical and analytical thinking, facilitate the development of students' research competence, and be able to identify a problem in the learning process and solve it using scientific methods. To develop these skills, it is necessary to organize training that requires the use of a research approach, taking into account factors that will maximize the students’ involvement in an active scientific research process. In this article, the authors attempt to identify the most significant factors contributing to the development of students' research competence, such as mentorship, the presence of prior research experience, awareness of the importance of scientific activity, understanding its practical relevance for future professional work, as well as personal research interest. The survey results showed that, despite the existing interest in scientific research work, students often do not participate in it due to various subjective and objective circumstances. This gives reason to believe that when organizing scientific work at the university, namely in the process of forming students’ research competence, it is necessary to take into account the above-mentioned characteristics. To study this problem, a review of domestic and foreign psychological and pedagogical literature on the research topic was done, as well as empirical (survey) and statistical methods of analysis (Pearson’s χ2 test, Cramer’s V) were used. Based on the results obtained, the authors developed recommendations for engaging students in research activities through specially organized events, a system of financial incentives for students, and the implementation of practice-oriented learning.
Academic mobility: three cases of prospective pedagogues
Academic mobility is a powerful tool for prospective pedagogues seeking academic development, assisting young specialists in developing their pedagogical skills and abilities, immense professional experience, as well as in personal improvement and mentality expansion which are critical for their future careers. The paper examines three cases of prospective pedagogues and discusses the benefits and drawbacks they encountered during academic mobility in foreign countries. However, while conducting study, we discovered numerous challenges, both in terms of scheduling travel to a foreign country and in terms of complications encountered when the prospective pedagogue arrived. Consequently, the authors attempted to present the solutions to the problem by analyzing background and obtained data. Qualitative and quantitative methodologies were used, as well as a coding scheme for the gathered data; additionally, samples were selected at random on a voluntary basis. At the conclusion of the work, various implications and recommendations for future papers are offered.
academic mobility, prospective pedagogue, academic and professional development, benefits and drawbacks, implications
A logical and content-based model for teaching higher mathematics using artificial intelligence
In the context of the digital transformation of education, especially in the field of training specialists in artificial intelligence (AI), there is a growing need for effective and adaptive methods of teaching higher mathematics. Traditional approaches often do not provide the necessary level of mastery of abstract mathematical concepts, which leads to gaps in knowledge and a decrease in motivation. This article presents a logical and content-based model for teaching higher mathematics that integrates artificial intelligence technologies. The model is based on an analysis of formal and informal learning using computational and mathematical methods, including topological sorting of educational content. A structural analysis of the fundamental interrelationships between key sections of mathematics (linear algebra, mathematical analysis, probability theory, and discrete mathematics) and AI technologies is presented in the form of ontological maps and interactive knowledge graphs. An adaptive model for studying linear algebra is described, including an AI trajectory planner, a personalized task generator, a visualization system, and intelligent knowledge assessment. The model provides bidirectional adaptation (in depth and breadth) and predictive analytics of difficulties. The results of structural analysis and model development allow us to conclude that it has high potential for improving the effectiveness and personalization of learning, as well as for bridging the gap between mathematical theory and its applications in AI. Practical recommendations for implementing the model in the educational process are proposed.
The analysis of the participation of Uzbekistan and Kazakhstan in the PISA international assessment study
This article is devoted to investigating the participation of two Central Asian countries in the PISA international assessment study. It is important to consider that Kazakhstan and Uzbekistan started modernizing and implementing foreign experience in their education system after gaining their independence. Both countries should have assessed their general secondary education system to evaluate the results of their reforms. Kazakhstan made its first step by participating in PISA in 2009. Uzbekistan only started this participation in the PISA-2022 assessment study. The systematic analysis of the documents of both countries reveals that they aim to achieve higher results in this research in a short time. The comparative analysis of the PISA-2022 results of both countries and their preparation for this international study helped to discover the problems related to their education system. This article also studied the factors that have made a contribution to the results of both countries. Analysing the reports made by the OECD about the PISA-2022 study helped to come to some conclusions. Finding solutions for the problems in general secondary education in post-soviet countries by comparative analysis is one of the main purposes of this article.
I̶n̶t̶e̶r̶n̶a̶t̶i̶o̶n̶a̶l̶ ̶p̶r̶a̶c̶t̶i̶c̶e̶s̶ ̶t̶o̶ ̶p̶r̶e̶v̶e̶n̶t̶ ̶o̶s̶t̶r̶a̶c̶i̶s̶m (RETRACTION)
In the context of growing digital risks and the transformation of the school environment, the problem of ostracism and bullying is becoming particularly relevant. The object of this study is social isolation in educational institutions, manifested in the form of bullying and cyberbullying. The work aims to conduct a comparative analysis of national and international strategies to prevent ostracism, with an emphasis on legal, institutional, and cultural aspects. The main attention is paid to the experience of Finland, Great Britain, the USA, Japan, South Korea, Kazakhstan, and Russia, which revealed typological differences in approaches to bullying prevention. The scientific and practical significance of the article is due to the fact that it not only systematizes data on current anti-bullying models but also offers recommendations for their adaptation in the conditions of the Kazakh and Russian educational systems. The research methodology is based on comparative legal analysis, content analysis of regulations, reports of international organizations (UNESCO, OECD, UNICEF), as well as statistical data on the dynamics of bullying. Elements of socio-cultural analysis and expert survey were also used. The results showed that countries with comprehensive public policies, mandatory implementation of educational programs (for example, KiVa in Finland), and a well-developed victim support system demonstrate the greatest effectiveness. In Kazakhstan, despite the partial implementation of KiVa, a positive trend has been recorded – a 12% decrease in bullying in pilot schools. The research contributes to the development of pedagogical policy to combat bullying, justifying the need to integrate international practices into national strategies. The practical significance lies in the possibility of using the findings in the development of effective preventive measures. Retraction Notice The editorial board of the journal "Gumilyov Journal of Pedagogy" announces the retraction of an article published in issue No. 2(151) of 2025 due to a detected violation of publication ethics.
The role of leadership competencies among future teachers in improving the management of educational processes
The article analyses the problems and prospects of leadership competences in students of pedagogical universities as a potential for effective management of educational processes. The relevance of the study is determined by the need to train teachers who are able to display leadership qualities and successfully manage educational institutions. The main theoretical approaches to leadership, including the traditional leadership theory (trait theory), the concept of situational leadership, the theory of transformational leadership, the concept of distributed leadership and the theory of ethical leadership were considered for analysis. The article also discusses the importance of pedagogical reflection as an important aspect of leadership competence. According to the results of the survey conducted among students and teachers of pedagogical universities, the majority of respondents highlight leadership competences as the main quality of a successful teacher. Confidence, communication skills, determination, charisma, creativity and empathy are among the most important qualities. However, the level of leadership training in teacher training institutions, according to the survey participants, is assessed as average, which indicates the need to improve educational programmes. In particular, it is suggested to include active trainings aimed at developing specific leadership skills, to introduce school leadership projects, to develop cases for analysing managerial situations, to use virtual simulators to practice pedagogical management skills.
Educational cluster in the training of future pedagogue-psychologists
This article will broadly discuss theoretically the issue of training future pedagogue-psychologists on the basis of cluster approach. Educational cluster-integration of general education schools, organisations of secondary special professional education, higher education institutions, educational management organisation, and other interested employers in the training of future specialists under the guidance of universities, partnership actions aimed at gaining results.In the article, the educational cluster is being considered relevant aspect of training of future pedagogue-psychologists, as in the composition of the cluster there are opportunities to consolidate the resources of stakeholders from the quality of training of specialists and focus on the quality of education. In the course of the study, the essence and significance, components and strategic directions of the educational cluster were identified, which gave the effectiveness of training future teachers-psychologists within the cluster. Issues of constructing an educational cluster were considered from the point of view of training future pedagogue-psychologists. Conclusions were drawn about promising areas and new opportunities for training future teachers-psychologists on the basis a cluster approach. Through application of induction and deduction, comparative analysis of the advantages and disadvantages of training future pedagogue-psychologists within the educational cluster have beenidentified. The article presents recommendations on the creation of an educational cluster, effectivemethod and approaches to the implementation of the tasks of training professional future psychologyteachers in universities. The article emphasises the necessity of using educational clusters in the training of future pedagogue-psychologists today and in the nearest time, helps to understand that combining the potential of all stakeholders contributes to the quality of specialist training and is equally beneficial for both parties.
Formation of parents' media literacy as a psychological and pedagogical condition for the prevention of digital autism
The article is devoted to the issues of developing parents' media literacy. Media literacy is not a new concept and has been studied sufficiently in science. Accordingly, the concept of media literacy is defined by both domestic and foreign scientists. In the article, we consider the problem of media literacy from the point of view of its relationship with the current problem of developing digital autism in children. In the age of digital technologies, when both adults and children are immersed in digital screens, problems arise that we can call digital. Practical psychologists declare the development of digital autism in children. Digital autism is a form of autism with symptoms of classic autism, which develops in a child at the age of three, due to excessive interaction with digital gadgets and screens. We considered the essence and importance of parental media literacy in the prevention of digital autism in children. The article presents the results of a survey of parents on the topic of their attitude to children's excessive passion for digital devices. In this survey, we identified the age at which children begin to use digital screens, the motives for early interaction between children and gadgets, and what is useful and harmful from the parents' point of view about digital screens and gadgets. Based on the results of the study, possible ways of developing parents' media literacy, tools and technologies were proposed to increase the level of knowledge about the harm and benefit of digital screens, their impact on the psyche of children.
The model of the organization of socio-pedagogical prevention of mental terrorism among students
This article examines the model of the organization of socio-pedagogical prevention of mental terrorism among students. The relevance of the study is due to the increased risk of extremism and mental terrorism against young people, which leads to serious social consequences. The concept of mental terrorism has been explained on the basis of scientific works considered in the context of higher education. The analysis of the works of domestic and foreign scientists who studied the problems of mental terrorism among young people is carried out, the individual views of the authors are substantiated. The basic principles and approaches to the prevention of mental terrorism in higher education institutions are analyzed, effective forms and methods of working with students are considered. Materials and methods were used, including scientific publications, analysis of normative acts. The laws of the Republic of Kazakhstan concerning mental terrorism are considered. The main aspects of the threat of mental terrorism were grouped, and a model for organizing socio-pedagogical prevention among students was developed. The model, which includes motivational-value, conceptual, content-technological, evaluative-measuring blocks, is focused on the result of the formation of the personality of a student who is psychologically stable, fully informed about mental terrorism, active in social initiatives, has high academic knowledge, is not subject to extremist thoughts and radical ideas.
Аnalyzing socio-emotional states and utilizing ai capabilities in chemistry teaching
Artificial intelligence (AI) research is the product of many years of continuous efforts by scientists and engineers. Primarily focused on expanding the capabilities of information systems and databases, the AI field has evolved to address the incorporation of human-like emotional and cognitive abilities, becoming relevant in modern studies. This paper aimed to enhance the quality of the educational process in chemistry by analyzing and predicting students’ socio-emotional states through an AI application. This investigation is particularly useful for teachers and researchers interested in addressing social-emotional states in the context of teaching natural sciences. The research employed a descriptive research methodology and was conducted in two directions. In the first phase, the capabilities of AI in education were studied, revealing their types and applications. This phase comprised reviewing prior research conducted by other scholars. In the second phase, a questionnaire (through Google Forms) was conducted to collect students’ perspectives and attitudes toward the topic. The questionnaire focused on eighth-grade students from 5 schools in Shymkent, with 96 of 97 respondents. The responses were analyzed to assess the reliability of the questionnaire items, using Cronbach’s alpha coefficient. The findings indicated that a significant part of students expected emotional support from their teachers during instruction, struggled to express their emotional states, and sometimes experienced feelings of inauthenticity. Moreover, the students demonstrated an interest in AI and its contribution to research conducted during their classes. Researchers can expand the scope of the study for further development, taking into account the questionnaire results, i.e., strengths and limitations.
Psychological and pedagogical competence of a teacher – as an object of pedagogical measurement
The article examines the current problem of pedagogical measurement and assessment of professional competencies of future teachers. The main innovative essence and content of the competency-based approach in education is the description, formation, and assessment of educational results in the form of competencies and competencies as the main criteria for the quality of education. In light of modern challenges to the educational system, the relevance of this problem lies in the need for high-quality training of teachers with psychological and pedagogical competencies. The article begins with a review of existing theoretical approaches to understanding the psychological and pedagogical competence of a teacher, the characteristics of its manifestation, and its significance for effective teaching. The study uses a combined method, including analysis of basic concepts, questionnaires, and self-assessment by students and future teachers. The authors formulate a hypothesis about the possibility of pedagogical measurement and assessment of the psychological and pedagogical competence of teachers, based on the questionnaire they developed. The results obtained are analyzed and interpreted. The main conclusion of the article is to confirm the possibility of measuring the psychological and pedagogical competence of future teachers. In conclusion, the authors conclude that it is necessary to develop and assess the psychological and pedagogical competence of future teachers in the process of their training at the university. It is noteworthy that the developed methodology for assessing competence can be useful for educational institutions when conducting teacher certification. The results and conclusions obtained can be used in practice to develop programs and methods for the professional development of teachers aimed at developing and strengthening their psychological and pedagogical competence. In general, the article contributes to improving the system of training and development of teachers, taking into account their psychological needs and capabilities.
psychological and pedagogical competence
Organizing intercultural foreign language communication using the tandem method
The gap between the requirements for linguistic and intercultural competence and the real learning conditions is one of the most pressing problems of modern higher foreign language education in Kazakhstan. Learning foreign languages without regular language practice with native speakers of the target language significantly complicates their effective use in real life. This study reveals the potential of the tandem method of learning foreign languages to create a natural language environment and improve the intercultural communicative competence of students. The purpose of this study is to provide valuable information on how, in the absence of a linguacultural and sociocultural environment, using the tandem method, to create opportunities for intercultural foreign language communication of students to develop their linguistic, academic, and intercultural skills. This article presents the Language Tandem platform developed by a research group based at Al-Farabi Kazakh National University, as well as the problems and successes of implementing the tandem method with the participation of local and foreign students. The results show that the opportunity for intercultural interaction with a native speaker of the target language sparked interest among the students. Students positively assessed the tandem method and its effective impact on the development of communicative and intercultural skills. In addition to improving intercultural communication skills, tandem learning develops initiative and independence, responsibility, critical thinking, and problem-solving skills. The implementation of tandem learning into the educational process will help to form a linguistic personality ready for intercultural dialogue. The results of the study will be useful for foreign language teachers and employees of higher education institutions working with foreign students.
intercultural foreign language communication
Cybersecurity Awareness Among Students: A Systematic Literature Review and PRISMA-Based Analysis
Nowadays, internet users, especially students, frequently encounter threats such as phishing, identity theft, social engineering, malware, and cyberbullying. In this regard, it is crucial to investigate their cybersecurity awareness and identify effective teaching methods. This study employs the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method, analyzing 20 scientific articles. All studies were sourced from the Scopus database, ensuring this review’s reliability and scientific validity. The results indicate varying levels of cybersecurity knowledge among students. The most commonly used methods to enhance students' cybersecurity awareness include training sessions, game-based learning (gamification), interactive learning, surveys and tests, as well as monitoring and supervision. The study highlights the importance of integrating new approaches into the education system to foster a cybersecurity culture among students. Interactive teaching methods and practical lessons have proven to be particularly effective in improving students' information security skills. This research contributes to the identification of effective strategies for enhancing students' online security and serves as a foundation for improving cybersecurity education methodologies in the academic field.