Journal of Educational Sciences was founded in 1992. The founder and publisher of the journal are Al-Farabi Kazakh National University. The journal has developed and approved cover and title pages indicating the university, the output data of the issue, ISSN, eISSN, the composition of the editorial board, editorial policy, publication ethics and website. The journal is published 4 times a year. Journal articles are registered in the CrossRef database and each author's article is necessarily assigned a DOI-a a digital object identifier that is used to provide a citation, reference and access to electronic documents. The journal is indexed by the Kazakhstani Citation Database of JSC "National Center for State Scientific and Technical Expertise". The journal is also available in the Scientific Electronic Library elibrary.ru in open access for readers and included in the analytical database "Russian Science Citation Index ". The editorial board of the journal includes leading Kazakh and foreign scientists. The journal follows the policy of information openness and accessibility of authors' publications, articles are published on the journal's website in three languages in full-text access. Purposes and objectives of the journal The purpose of the journal is to publish and discuss the results of scientific researches in the field of education and pedagogy, philosophy and education, sociology and psychology of education, economy and management of education for the improvement of the level and quality of development of Kazakhstani's education and science, the representation of researches of Kazakhstani scientists in the world educational community. In this regard, the journal has an integrative character for presenting the results of research in the field of education from the point of view of various social, humanitarian and natural sciences: pedagogy and psychology, sociology and philosophy, economy and management, didactics and methods of teaching scientific disciplines, studying various scientific approaches to the development of the world and domestic system of education and upbringing. The journal provides a platform for discussing modern educational reforms from a scientific point of view on preschool, school, university and postgraduate education; implementing the possibility of scientific and educational cooperation between university scientists and school teachers, educational psychologists, social workers, economists and philosophers, doctors; reflecting advanced scientific research results, presenting cooperation between domestic and foreign scientists. Advantages of publications in the journal – scientific novelty, research intensity, high level of selection of articles-uniqueness and peer review of articles by independent experts, interdisciplinary nature of consideration of educational problems. The objectives of the journal: Covering of new scientific results of fundamental, applied, innovative research conducted in different regions of Kazakhstan and abroad in the field of education and pedagogy in three languages-Kazakh, Russian, English; Accessibility and discussion of the results of scientific researches, international and domestic groups of scientists-pedagogues, psychologists, sociologists, teachers, practitioners in their cooperation and collaboration; Integration of approaches of domestic psycho-pedagogical and foreign educational science, demonstration of complex research designs with quantitative and qualitative validation of the obtained research results; Reflection of the results of scientific researches of Kazakhstani and foreign authors in the world educational community by including the journal in the world, international databases of journals and articles; Promotion and advertising of Kazakhstani pedagogical science, scientific schools to new world achievements; Creating an environment of openness and accessibility to discuss the results of scientific researches of young scientists-PhD students; A gradual increase in the share of articles in English – up to 20-30%, etc. Review articles of specialized researches in the field of education; Original scientific articles with new scientific achievements, experimental pedagogical and experimental data in the field of education; Reviews and reviews of various new scientific studies, monographs and textbooks; Editorials, comments or summaries on ongoing scientific events, discussions of educational regulations, etc. Thematic directions of the journal The materials of the journal cover a wide range of problems in the field of pedagogy and education development – scientific reviews, results of theoretical and practical researches in the history and methodology of education, social and psychological issues of education, professional training, comparative pedagogy, inclusive education, methods of teaching subjects and methods of upbringing, e-learning and distance education, etc. Articles are published in the following sections of pedagogy and problems of education: History. The methodology of modern education. Psycho-pedagogical problems of professional training of specialists. Psycho-pedagogical researches. E-learning and distance education. Comparative education. Management of education. Innovative development of universities. Inclusive education. Evaluation and measurement in education: domestic and foreign experience. Theory and methodology of upbringing work. Methods of teaching disciplines. Current relevant directions in Kazakhstan are: Ethno-pedagogical foundations of national education of young people in the context of systemic changes in society. Philosophy and methodology of pedagogy and education. Paradigm shifts in the theories of pedagogy. Pedagogical concepts of great thinkers (al-Farabi, Abay Kunanbayev, etc.) and their potential to achieve success in the educational process. Multicultural educational space. International studies on the quality of education. Academic and functional literacy of students. New achievements of innovative secondary and higher school didactics. Creation of a system for training scientific and pedagogical personnel: domestic and foreign experience. Evolution of the development of the content of education in Kazakh schools. Unique schools on the territory of Kazakhstan. Borrowing and plagiarism Editorial Board of "Bulletin of KazNU. The pedagogical sciences series” (Journal of Educational Sciences) in the consideration of the manuscript for compliance with the formal requirements (registration manuscripts) also checks for the presence of borrowed text in the manuscript through a plagiarism check system, access to which is provided by a university subscription or on the basis of a national subscription. Only original manuscripts and/or those manuscripts in which, according to the results of verification through the anti-plagiarism system, the originality is more than 80% are sent for further review. If the manuscript does not meet the requirements for registration in the journal and is not an original work based on the results of the plagiarism check, the manuscript is returned to the author for correspondence to make appropriate changes and re-send the manuscript for consideration by the editorial board through the electronic platform of the journal. Use of AI Tools The use of AI is permitted as an auxiliary tool (language editing, translation, formatting, bibliography preparation, technical data processing), provided that authors verify the outputs. The use of AI must be disclosed in the cover letter. The use of generative AI for fabrication/falsification of data, creation of fictitious sources/references, or misleading manipulation of figures/data is prohibited. * The author(s) of the manuscript approved for publication in the journal are obliged to pay for publication in accordance with the approved price list for publication in the scientific journals of al-Farabi KazNU. According to the approved price list, payment for publication is 2000 tenge per page. In exceptional cases, if there are other sources of funding for the journal series, authors may be fully or partially exempted from payment for the publication of the article. A receipt for payment for publication in pdf format is sent by the author(s) to the e-mail address of the editorial office of the journal.
Вестник КазНУ. Серия «Педагогические науки» ISSN: 2520-2634 e-ISSN: 2520-2650 (до марта 2017 года ISSN 1563-029) Казахский национальный университет имени аль-Фараби http://bulletin-pedagogic-sc.kaznu.kz/index.php/1-ped
Integrating Vibe Coding and Artificial Intelligence into the Teaching Methods of Computer Science Teachers
The rapid development of information technologies and artificial intelligence requires updating the content and methods of training to ensure the competitiveness of future specialists. One of the innovative approaches to teaching programming is Vibe Coding, which is based on the co-creation of software using intelligent agents. The user formulates tasks in natural language, and the neural network generates code, corrects errors and adds new functions. This approach accelerates the development process, makes it accessible and helps to unlock the creative potential of students and teachers. The purpose of the study is to analyze the possibilities of using Vibe Coding and AI tools in the teaching practice of computer science teachers. To achieve this goal, three main areas were considered: automation of practical tasks; personalization of learning and feedback for students; reducing the workload of teachers and increasing their creative potential. The experiment involved 120 students from the L. Gumilyov Eurasian National University. Ways to introduce visual elements of Vibe Coding and artificial intelligence. By automating routine tasks for identifying emotions using visual elements of artificial intelligence, teachers will have more time for methodological innovations, interdisciplinary connections and the development of students’ creative skills. The introduction of modern technologies into the learning process increases students’ digital literacy, accelerates the introduction of innovations, and stimulates the development of entrepreneurship and IT competencies. Keywords: higher education, future computer science teachers, innovative teaching technologies, artificial intelligence, vibe code application.
Copyright (c) 2026 Journal of Educational Sciences
Adaptation of Students to Academic mobility: Psychological and Pedagogical Mechanisms and Practices
The article addresses the problem of students’ adaptation to academic mobility in the context of the internationalization of higher education. The relevance of the study is determined by the growing scale of international mobility and the need to ensure not only access to educational programs but also effective adaptation of students to a new academic and socio-cultural environment. The aim of the research is to identify and substantiate psychological and pedagogical mechanisms of student adaptation, as well as to develop and test effective support practices within the university environment. The methodological framework is based on a mixed-methods approach combining quantitative and qualitative research methods. The empirical base includes a sample of 128 students from the Caspian University of Technology and Engineering named after Sh. Yessenov and Karaganda University named after Academician E.A. Buketov. The diagnostic tools included the socio-psychological adaptation methodology by C. Rogers and R. Dymond, as well as surveys, interviews, and content analysis. The results of the initial diagnostics revealed that the level of student adaptation is characterized by a relative predominance of the academic component, with insufficient development of socio-cultural and psychological adaptation. In response to the identified gaps, a model of psychological and pedagogical support was developed, including three key components: academic advising, intercultural support, and the development of self-regulation and autonomy skills. The implementation of the model demonstrated its effectiveness: the overall adaptation index increased from 3.58 to 4.12, the proportion of students with a high level of adaptation increased, and the percentage of students with a low level decreased. The most significant improvements were observed in emotional comfort, adaptability, and internal locus of control, indicating the formation of adaptive strategies. The findings confirm that successful student adaptation to academic mobility requires a comprehensive system of psychological and pedagogical support. The practical significance of the study lies in the development of a model and a set of effective practices that can be implemented in university settings to enhance the quality of academic mobility and ensure students’ sustainable integration into the international educational environment. Keywords: academic mobility, adaptation, psychological and pedagogical mechanisms, intercultural competence, internationalization, student support.
Factors Determining the Dynamics of Physical Fitness and Physical Development of Schoolchildren in the Soviet Period and at the Present Stage
The article presents the results of the analysis of physical fitness and physical development of 9th grade schoolchildren in the Soviet period and at the present stage. The purpose of the study is to investigate the characteristics of physical development and physical fitness of 9th grade schoolchildren during the study period, the factors that determine them, and suggest ways to improve them. The research areas were to determine the specifics of the level of physical development and physical fitness of 9th grade schoolchildren; the opinions of physical education teachers regarding the dynamics of signs of physical perfection of schoolchildren; establishing a correlational relationship between the studied characteristics; developing improvements in the physical development and physical fitness of 9th-grade schoolchildren. The obtained results improve theoretical understanding of the factors characterizing the dynamics of physical fitness and physical development of schoolchildren. And the practical results provide methodological approaches for implementing the development of these signs of physical perfection. The study involved 40 physical education teachers and 300 ninth-grade students in Aktobe. It was found that today’s schoolchildren are inferior to their Soviet-era peers in terms of physical fitness. This was particularly true for indicators characterizing students’ speed and speed-strength abilities. It was found that the height and body weight of modern schoolchildren are higher than those of their Soviet-era peers. This was particularly true for indicators characterizing students’ speed and speed-strength abilities. It was found that the height and body weight of modern schoolchildren are higher than those of their Soviet-era peers. At the same time, the functional capabilities of modern schoolchildren are reduced. Keywords: schoolchildren, physical fitness, physical development, dynamics, correlation analysis, factors.
Training Students to Analyze the Features of English-Kazakh Translation through Artificial Intelligence
This scientific research explores training of future translators to critically analyze English-Kazakh translations through artificial intelligence. The aim of the study is to develop and theoretically substantiate a methodical research for teaching students to analyze English-Kazakh translations through AI tools. The main objectives of the study are to correctly evaluate stylistic devices of AI translation presented in Kazakh language in order to increase the interest of students, to critically analyze the artificial intelligence product, to identify translation errors, to explain and prove ways to eliminate them, to provide a high-quality translation, to evaluate AI content, to teach students not to trust AI translation 100%, to check the accuracy of AI translation, to check the correctness of AI translation, to check the correctness of stylistic devices. In addition, in the learning process, students critically differentiate artificial intelligence products, form translation competence and develop the ability to interpret prose texts. The most effective ways proposed to eliminate several contradictions that were found during the analysis. The methodical research is based on the analysis of scientific literature, comparative analysis of the original and translations proposed by AI, methods of conducting surveys and observation. Since the experiment was conducted through a mixed method, its participants selected as a simple random sample. The pedagogical experimental study involved 50 third-year students of Kazakh Ablai Khan University of International Relations and World Languages. The pedagogical experimental study consisted of three stages. In the experiment, it was found that the translation competence of the participants could be formed by critically analyzing artificial intelligence products. The conducted analysis showed that critical analysis of AI translations contributes to the formation of translation competence of students. The value of the study is determined by its contribution to the development of the methodical research for teaching literary translation in the context of digital transformation and unlimiting the scopes of using artificial intelligence in the educational process. The obtained practical significance of the results can be used when developing training programs, practical classes and the assessment materials for the training of future English-Kazakh professional translators. Keywords: artificial intelligence, future translator, critical analysis, AI products, translation competence.
The Innovative Educational Ecosystem of the University as an Enhancing Factor in the Quality of Professional Training
The article is devoted to the analysis of the process of forming an innovative educational ecosystem at a leading Kazakhstan university in the context of digital modernization and the innovative development of higher education. The study examines the perceptions of students, faculty members and employers regarding the key elements of the innovative educational ecosystem and their influence on the development of graduates’ professional, digital and communicative competencies.The empirical part of the study is based on focus group discussions involving students of different educational levels, faculty members and representatives of employers. The qualitative data analysis made it possible to identify both common requirements for the educational environment and specific expectations of individual stakeholder groups. Particular attention is paid to the «students as partners» approach, the integration of practice-oriented learning, mentoring, digital tools and feedback mechanisms, as well as the role of digital infrastructure in competency development.The results indicate a high demand for aligning educational practices with the objectives of innovative development, increasing stakeholder engagement and adopting a comprehensive approach to designing the educational ecosystem. The study’s conclusions are aimed at improving the university educational environment, developing students’ competencies and enhancing the competitiveness of graduates in the labor market. Keywords: innovative educational ecosystem, digital transformation, graduates’ competencies, student-centered learning, competency-based approach, focus groups, practice-oriented learning, employer engagement.
Psychological and pedagogical problems of professional education
Effectiveness of Using Digital Technologies in Mathematics Lessons within STEM Education
This study examines the effectiveness of integrating the STEM approach with digital technologies in mathematics lessons. The experiment was conducted among 10th-grade students of general education schools in Almaty. In the experimental group, classes were organized using digital tools such as PhET Simulation, GeoGebra, Desmos, and Excel, while the control group was taught using traditional methods. During the study, students were offered interdisciplinary tasks: investigating the motion of a body thrown upward at an angle and graphically modeling motion equations. The results of theoretical modeling, practical simulations, and graphical analysis showed complete consistency, confirming the effectiveness of the STEM approach. The collected data were analyzed using both quantitative and qualitative methods. Findings demonstrated that the integration of the STEM approach with digital technologies increased students’ academic achievement by an average of 15–16% (p < 0.05). Furthermore, students’ research skills, modeling and data analysis abilities, as well as communication competences significantly improved. The study results confirm that, compared to traditional teaching, the STEM approach is more effective in improving educational quality, enhancing students’ interest in the subject, and developing their digital competencies. Keywords: STEM education, mathematics teaching, digital technology, virtual laboratory, graphical modeling, research skills.
Using AI Tools in Preschool Methodological Work: Opportunities, Constraints, and Teachers’ Digital Competence Gains
This article examines opportunities and constraints of using AI tools in preschool methodological work, drawing on empirical evidence. The study was conducted in March–May 2025 at Nursery-Kindergarten No. 9 “Erkemai” (Uralsk); 21 teachers participated. The aim is to describe a functional AI “tool ecosystem” aligned with core methodological functions (professional development, documentation, digital didactic materials, assessment/monitoring, and professional reflection) and to justify risk-based implementation boundaries. The toolkit included ChatGPT/Claude/Gemini (professional learning and infographics), Tome and Gamma (methodological documents), Google Forms with AI-assisted analytics (assessment and monitoring), Coursera/Udemy (microlearning), and AI tutors on EdTech platforms (personalized learning trajectories). A mixed-methods design combined pre/post measurement of teachers’ digital competence, rubric-based evaluation of AI-assisted methodological outputs, and survey-plus-qualitative analysis of reflection and motivation. The paper proposes key reporting metrics (digital competence dynamics, product quality, reflection level change, analytics efficiency, and risks related to privacy, reliability, copyright, and over-reliance) and concludes that preschool AI adoption should be governed by local policies ensuring data protection, human oversight, and competency development. Keywords: preschool education, methodological work, artificial intelligence, digital competence, professional reflection.
Inclusive Environment: Acceptance and Support of Children
At the present stage, the development of the education system is grounded in the principles of inclusiveness, equal access, and humanistic values. An inclusive environment aims to ensure the full participation of learners in the educational process by taking into account their individual characteristics, including children with special educational needs. This article comprehensively examines the issues of children’s admission and the organization of psychological and pedagogical support within an inclusive educational setting. The main objective of the study is to identify the specific features of the admission process in inclusive education and to provide a scientific justification for effective support mechanisms. The research employed methods of scientific literature analysis, questionnaire survey, and semi-structured interviews. The survey was conducted among teachers and prospective educators working in general education institutions. 32 respondents participated in the survey. The findings indicate the necessity of developing teachers’ inclusive competencies, establishing systematic cooperation with parents, and strengthening psychological and pedagogical support services to ensure the successful inclusion of children in mainstream education. Based on the research results, a three-level structural model for organizing children’s admission and psychological-pedagogical support in an inclusive educational environment is proposed. The systematic support model contributes to children’s social adaptation, enhances academic motivation, and stabilizes their emotional well-being. The study findings may be used to improve inclusive education practices and to develop practical recommendations aimed at enhancing teachers’ professional training. Keywords: inclusive environment, children’s admission, psychological support, pedagogical support, children with special educational needs.
Preparation of Future Primary School Teachers for Interaction with Tutors and Support Specialists in Teaching Children with ASD
The study examines the preparation of future primary school teachers for effective collaboration with tutors and support specialists in the context of inclusive education for children with autism spectrum disorder (ASD). The relevance of the research is determined by the increasing number of children with ASD in mainstream schools and the growing demand for teachers who possess interdisciplinary competencies necessary for organizing high‑quality support. The aim of the study is to assess the readiness of 3rd and 4th year students majoring in “Pedagogy and Methods of Primary Education” at Korkyt Ata Kyzylorda University (n=144) and to develop a scientifically grounded model for training teachers to support the educational process of children with ASD. The methodology includes a Likert-scale questionnaire (25 items, M=3.2±0.9), content analysis of 10 academic courses revealing a 72% content deficit, and the piloting of a four-stage model incorporating ABA modules and simulation-based training. The findings indicate an overall moderate level of readiness among students (58%), insufficient knowledge of ABA methods (32%), and challenges in teamwork. Implementation of the proposed model resulted in a 56% average increase in students’ competencies (t=9.5, p<0.001).The scientific novelty lies in substantiating the structure of professional readiness and applying an interdisciplinary approach. The practical significance is reflected in the development of recommendations for universities in Kazakhstan, aligned with the Concept of Inclusive Policy of the Republic of Kazakhstan for 2025–2030. Keywords: inclusive education, ASD, tutor, teacher training, primary classes, team interaction.
Examining the Moderating Role of Educational Intervention in the Relationship between Family Background and Career Adaptability
This study aims to explore the moderating role of school career education in the relationship between family socioeconomic status (SES) and the career adaptability of university students. Grounded in social capital theory and career construction theory, we hypothesize that while family background significantly influences students’ career adaptability, systematic school-based career education can mitigate this effect, thereby fostering a more equitable competitive environment. Methodology and Methods: using a cluster sampling method, 650 undergraduate students from Huanggang City and Huangshi City in Hubei Province, China, were surveyed. After excluding invalid responses, 618 valid questionnaires were retained (95.0% effective response rate). Hierarchical regression analysis was employed to test the main and moderating effects. Results: the findings indicate that: (1) Family SES significantly and positively predicts students’ career self-concept clarity, career adaptability, and career exploration behaviors; (2) The participation level and quality of school career education independently and positively influence students’ career adaptability; (3) Most importantly, career education plays a significant negative moderating role in the relationship between family background and career adaptability. Specifically, career education has a stronger enhancing effect on the career adaptability of students from disadvantaged family backgrounds. Scientific novelty. This study empirically validates the “compensatory effect” of school career education, demonstrating its role as a “social leveler” that can disrupt the intergenerational transmission of educational inequality. Practical significance: the results suggest that systematic, highquality school career education is an effective intervention strategy for promoting educational equity, compensating for deficiencies in family capital, and preparing all students, particularly those from disadvantaged backgrounds, for their future careers. Keywords: career education, family background, career adaptability, educational equity, moderating effect.
Ecology of Etiquette as a Factor in the Formation of a Harmonious Educational Environment at School
The ecology of etiquette in the school environment is considered a multidimensional system that includes value guidelines, communicative standards, and culturally determined behavior patterns of participants of the educational process. The introduction of etiquette practices into the structure of school life contributes to the harmonization of the educational environment, strengthens the emotional stability of students, and reduces the level of interpersonal conflict. An ecological approach allows interpreting etiquette as a holistic environment that regulates the quality of interaction and the moral and psychological climate of the school. It is shown that the development of etiquette reduces communication barriers, increases the effectiveness of pedagogical communication, and promotes the formation of a cooperative culture. Such an environment stimulates constructive dialogue, develops empathy, and creates conditions for the holistic personal development of students. This article examines the ecology of etiquette as a significant factor in the formation of a harmonious educational environment, associated with an ecocentric type of consciousness and a focus on the natural mechanisms of personal development. Etiquette practices are analyzed through three structural aspects – communicative-verbal, emotional-psychological, and ethical-behavioral – reflecting the mutual influence of teacher and student. To verify the theoretical positions, methods of analyzing scientific literature, normative sources and modern publications, as well as empirical survey of teachers and students were used. The sample consisted of 120 teachers and 120 students in grades 7–11 from Astana, Almaty, and Shymkent. The data obtained show that ecological etiquette enhances communication quality and promotes psychological well-being, however, some students report emotional stress, indicating the need to develop empathy and emotional resilience in teachers. The results confirm the connection between teacher communicative culture, emotional climate, and the ethical resilience of educational relationships. Keywords : etiquette ecology, school environment, educational harmony, ethical communication, pedagogical interaction, emotional well-being, social cohesion.
Developing AI-supported Professional Competence of Pre-service English Language Teachers in 21st century education
The article addresses the problem of forming AI-based professional competence of pre-service English language teachers in the context of educational digitalization in the Republic of Kazakhstan. The aim of the study is to experimentally substantiate the pedagogical conditions, methods and effectiveness of developing AI competence among the pre-service teachers. The research employed a complex of methods including theoretical analysis, questionnaire survey, observation, expert evaluation, pedagogical experiment and mathematical statistics. The study was conducted at M.Auezov South Kazakhstan University and South Kazakhstan pedagogical university named after O. Zhanibekov. The participants included third-year students enrolled in the educational program Foreign Language: two foreign languages, as well as university instructors. In total, 148 students took part in the study (control group-76 students; experimental group -72 students), along with 27 teachers. During the formative stage, the experimental group systematically implemented AI-based pedagogical technologies, including AI-supported flipped classroom, project-based learning, microteaching with AI feedback, learning analytics and automated assessment. The results demonstrated a statistically significance increase in the high and sufficient levels AI competence in the experimental group, while no substantial changes were observed in the control group. The findings that AI-based professional competence does not develop spontaneously but requires purposeful and systematic pedagogical intervention. The results of the study provide a basis for developing practical recommendations aimed at improving the content of pre-service English teacher education and integrating digital pedagogical technologies into educational process. Keywords: artificial intelligence, educational digitalization, pre-service English language teacher, professional competence, AI competence, digital pedagogy.
From Readiness to Practice: Are Pre-service Teachers Prepared for Digital Instructional Practice?
Digital transformations in the academic domain demand a high level of readiness for digital instructional practice among pre-service teachers. Future educators’ advanced digital skills have a positive impact on the quality of the teaching process and learners’ academic outcomes. However, despite the high level of digital competence and positive attitude towards technology implementation, future teachers undergo constraints in the authentic setting to apply digital tools and platforms. The purpose of the paper is to identify pre-service teachers’ current preparation for digital instructional practice and make comparisons between self-reported and observed data. Quantitative research design was employed to answer the research questions; data collection tools included the survey and structured observation checklists. The research involved 97 third- and fourth-year students from the Kazakh National Women’s Teacher Training University. The differences between self-assessed and observational outcomes were measured through Spearman’s correlation. The findings reveal a moderate level of digital preparation and a considerable theory-practice gap. The theoretical value lies in creating a holistic comprehension of digital readiness. Practically, the results can empower university authorities to update the training curriculum focusing on the teaching components which were presented in the paper. Moreover, taking into consideration the significant gaps of the digital elements may be the basis of the innovative comprehensive framework. Key words: digital competence, digital readiness, pre-service teachers, digital instructional practice, pedagogical practice.
Research Technologies of Teaching in Higher Education: Applying Multidimensional Analytical Approaches to the Study of Hydronymy of Western Kazakhstan
The relevance of the research is determined by the need to develop new research methods and technologies for teaching higher education in the field of didactics of teaching philological sciences, including linguistics In particular, the article considers a research methodology for teaching the use of modern interdisciplinary methods for analyzing the hydronyms of Kazakhstan based on the material of the Western region. Hydronyms act as important markers of the features of the natural landscape, cultural memory, and historical processes, but traditional descriptive and etymological approaches do not fully reveal their multilayered structure.Deeper interpretation requires combining cognitive, semantic, and geoinformation methods, which can be effectively integrated into the training of bachelor’s, master’s, and doctoral students. The purpose of this work is to generalize a research -based teaching methodology in linguistics by systematizing contemporary approaches to cognitive, semantic, and cartographic modeling of regional hydronymy. The article shows the potential of their integration within a single analytical model and the potential of research teaching methods. The possibilities of using cognitive analysis to reconstruct conceptual frames, semantic clustering, and to identify motivational groups in order to identify areal patterns and spatial structures are considered.It is emphasized that such studies should be grounded in materials from topographic maps, archival sources, published works, and field data. The study illustrates that combining cognitive models with GIS visualization makes it possible to uncover hidden relationships between hydronyms and landscape characteristics, while semantic methods differentiate Turkic, Iranian, and other motivational layers. Spatial modeling confirms the key role of river systems in shaping the region’s toponymy. The scientific novelty of the work lies in substantiating a research-based learning technology built on the integration of cognitive, semantic, and cartographic approaches for multidimensional analysis of the target units. The results can be used in courses for training learners at different levels and more broadly in linguistics, geography, and cultural studies, as well as in developing regional cartographic resources, systematizing toponymic data, and research aimed at preserving linguistic heritage. Keywords: hydronymy, Western Kazakhstan, cognitive analysis, toponymic motivation, modern educational technologies.
The Impact of School Preventive Measures on the Aggression of Adolescents from Single-Parent Families
This article provides a comprehensive analysis of the impact of school preventive measures on the aggression of adolescents from single-parent families. Adolescent aggressive behavior, particularly among students from incomplete families, has been increasingly studied in recent years. The relationship between adolescent behavior patterns is complex and multifaceted. In our study, the causes and specific features of aggression among adolescents from single-parent families were examined, with a focus on the effectiveness of school-based preventive measures. A survey was conducted to assess key indicators such as emotional instability, verbal and indirect aggression, and susceptibility to bullying. The study involved 75 teenagers from a school in Shymkent. The results demonstrated that most adolescents from single-parent families have difficulties in controlling their emotions, a significant proportion frequently exhibit anger, and many report experiencing bullying. In comparison, students from intact families showed much lower rates of these indicators. Theoretical grounding for the study drew on the works of national and international scholars. Particular emphasis was placed on the importance of positive school climate, psychological training, and mediation in reducing aggression. In addition, the influence of socioeconomic and cultural factors was discussed. The findings confirmed that collaborative efforts between schools, parents, and psychologists facilitate social adaptation and help reduce aggression among adolescents. Keywords: single-parent family, adolescent, aggression, bullying, prevention, school climate.
Theory and methodology of upbringing work
Copyright (c) 2025 Journal of Educational Sciences
Comprehensive Analysis of the Process of Socio-Pedagogical Adaptation of Turkmen Students at the University of Kazakhstan
The article presents an analysis of the factors influencing the socio-pedagogical adaptation of Turkmen students in Kazakhstani universities. Nowadays, many Turkmen citizens choose Kazakhstani universities for higher education, including Al-Farabi Kazakh National University. However, the adaptation process may be prolonged due to difficulties Turkmen students face when adjusting to a new country. The aim of the article is to identify the trends in the socio-pedagogical adaptation of Turkmen students at a university in Kazakhstan. The research employed methods such as analysis, generalization, surveys, and the psychological adaptation scale of K. Rogers and Diamond. The empirical part of the study involved 170 first-year Turkmen students from the Faculty of Biology and Biotechnology and the Faculty of Philology at Al-Farabi Kazakh National University. The article highlights the features of socio-pedagogical and psychological adaptation among Turkmen students. According to the results, the difficulties faced during adaptation include insufficient language proficiency, loneliness, cultural barriers, and financial hardships. Statistical analysis showed that there is no significant difference in the level of adaptation between male and female students, nor is there a statistically significant difference based on age. Key words: Turkmen students, adaptation, social adaptation, pedagogical adaptation, psychological adaptation.
Integration of Digital Platforms into the Development of Tests for National exams: Identifying Trends and Recommendations
The study analyzes the potential of digital transformation of the processes of developing test assignments for the national examination systems of Kazakhstan (UNT, CT, KAZTEST) and it identifies the key limitations of current practices. Despite the introduction of computer-based testing and individual digital solutions (proctoring, electronic certificates), the critical stage of creating and examining assignments remains predominantly manual, which reduces the effectiveness, scalability, validity and security of tests. Based on a comprehensive analysis of the regulatory framework and empirical data, the need for the introduction of a specialized digital platform automating the entire life cycle of a test assignment — from generation using cognitive models and templates (AIG) to expertise, adjustments, variability and analytics. The compliance of the proposed solution with international standards (AERA, APA, NCME) and the requirements of the Bologna process is noted. Despite the high readiness of universities for implementation (80.5%), the main barriers were identified: insufficient technical infrastructure, financial constraints and organizational resistance. The strategic importance of the platform for improving the quality, transparency and trust in the assessment system in the context of the digital transformation of education is emphasized. The survey involved 206 respondents who agreed to participate in the study. The empirical study in the form of a survey covered 22 universities in Kazakhstan.The article will be useful for educational policy makers, testing specialists, IT developers, researchers, as well as representatives of universities and international organizations interested in upgrading assessment systems. Key words: national examination systems, digital transformation of education, automation of test item development, validity and reliability of testing, digital assessment platform, automatic item generation (AIG)
Evaluation and Measurement In Education: Domestic and Foreign Experience
Development of Preschool Children’s Speech Based on the Asyk Methodological and Technological Approach
This article examines the integration of national play elements with modern methodological and technological approaches in developing the speech of preschool children. The study was conducted at the State Kindergarten No.187 located in the Turksyb District of Almaty city. 60 children took part in the experiment. The new approach the «Asyk Methodological Technology» was adapted for speech therapy sessions and aimed not only at improving articulatory movements but also at enhancing fine and gross motor skills, cognitive activity, attention, memory, and spatial orientation. The technology is based on the traditional Kazakh game Asyk, through which a set of articulatory, neuro-gymnastic, and bio-energo-plastic exercises were organized. The research findings indicated that the systematic use of the Asyk technology not only corrected speech disorders but also increased linguistic activity, emotional stability, and cultural identity among children. The synthesis of national content and innovative logopedic methods made this technology an effective pedagogical innovation aimed at fostering the comprehensive development of the child within the preschool education system. Keywords: Asyk technology, speech development, preschool education, speech therapy, motor coordination, neuro- gymnastics, national games.
Actualizing Leadership Development of College Teachers
At the present stage, teacher leadership, pedagogical leadership as a concept that uses the potential of pedagogical experience and influential leadership, is an urgent topic. The study of the conditions and mechanisms of the formation and development of teacher leaders,their abilities to change the environment,inspirepositive things is an area of advanced research in ТVE. Тhe purpose of the article: to study the need for leadership formation(non-positional leadership) among college teachers in the context of a radical modernization of the TVE system and to find answers to the questions:what elements of leadership are relevant to the TVE system and what are the demands of college teachers in developing their leadership skills and abilities? The scientific significance lies in substantiating the understanding of the leadership of TVE teachers,updating its developmentin the context of new challenges facing TVE according to the Development Concept, and announcing the Year of Professions. The practical significance lies in the fact that the empirical experience of understanding the need for leadership development by college teachers is summarized through questionnaires,quantitative and qualitative eanalysis of the data obtained, and the development of recommendations for designing content for the development of teachers' leadership skills. The research methodology was based on the positions of the Concept of distributed Leadership and Hoyle's idea of enhanced professionalism. To confirm the research hypothesis, a set of methods was used: analysis, comparison, questionnaires, mathematical processing of data, interpretation and generalization of data . 200teachers from Shymkent and Almaty colleges participated in the survey. The obtained results allowed us to conclude that college teachers well and clearly understand the importance of pedagogical leadershipin ensuring qualitative changes in TVE, and they know their needs and goals in leadership development.In general, they rate the leadership of their supervisors and colleagues well.However,some difficulties hindered the development of teachers' leadership.This is an incorrectorganization of the professional work of the staff(workload,constant monitoring, stress), an authoritarian leadership pstyle, lack of specialized knowledge, and personal limitations.In this regard, the authors propose the content of practice-oriented classes separately for college administrators and teachers, taking into account the uniqueness of their professional activities. Keywords: leadership, leadership pqualities, pedagogical upgrade, transformation, agent, change.
Controlled Self-Learning in the Digital Environment: Pedagogical Approaches to Human Capital Development
The article examines pedagogical approaches in higher education related to the formation of human capital capable of effectively adapting to rapid digital transformation. The purpose of the study is to substantiate and present a system of “guided self-learning,” in which the teacher acts as a mentor and facilitator, while students assume greater responsibility for their own education. The scientific significance of the article lies in rethinking the traditional role of the educator and identifying key future competencies (critical thinking and the ability to work with AI) that meet labor market demands.The practical significance of the study consists in proposing specific measures to expand the digital infrastructure of universities, stimulate innovative activities among faculty, and implement project-based learning formats. The research methodology is based on an analysis of regulatory documents, academic publications, and the results of expert interviews with educators from universities at different levels of digitalization. The expert interviews involved 50 university instructors from Kazakhstan. The main findings indicate that the integration of digital tools enhances the effectiveness of the educational process; however, additional resources and further professional development for educators are required. The value of the study lies in proposing a learning model that combines the flexibility of digital technologies with pedagogical support, thereby ensuring the competitiveness of graduates in the modern labor market. Keywords: human capital, controlled self-learning, digital transformation, critical thinking, AI.
Professional Development and Digital Literacy of Teachers in the Context of Digital Transformation of Education
Digital literacy plays a crucial role in the professional development of teachers in the modern educational environment. This article analyzes the digital transformation of education within the pedagogical process and the innovative opportunities for teachers’ professional growth. Special attention is given to issues of teachers’ professional self-development and the development of information-professional skills, including the ability to manage learning based on pedagogical management, skills in creating interactive educational resources, and the development of open and mobile forms of multimedia content. The article also addresses issues related to the effective use of digital technologies, new pedagogical approaches to assessing learning outcomes, organizing online classes, implementing synchronous and asynchronous interaction in the educational process, and establishing effective feedback with learners.The research methods include literature analysis, surveys, the test “Diagnostics of the Level of Professional Orientation of Students” by T. D. Dubovitskaya, and other methods. In the empirical part of the study, a survey was conducted among 90 school teachers and students of pedagogical specializations. As a result of the experimental research, key areas of activity were identified for testing and implementing innovative opportunities for the professional development of teachers in the context of digital transformation. Keywords: education and training, digital transformation, digital literacy, educators (or teachers), digital educational resources, professional development, interactive learning resources.
Psychological Characteristics of Students with a Penchant for Gender Perfectionism
Over the past few decades, the concept of "perfectionism" has become the subject of numerous studies in the field of psychology and education. Perfectionism is understood as a personality trait, especially among students. The phenomenon is characterized by the desire for ideal and perfection, for example, in educational activities, on the way to a successful career. High expectations from society and parents reinforce the development of this character trait. Having perfectionism can motivate and inspire people to achieve better outcomes and success, but at the same time can negatively affect mental well-being in young people. The constant pursuit of the ideal can lead to chronic stress, depression and anxietyDespite interest in this topic, the relationship of perfectionism with what personal characteristics and characteristics affect its development is not well understood. The purpose of this study is to study the psychological characteristics of students with a tendency to perfectionism in the gender aspect. The study involved 100 students of higher educational institutions of the city of Almaty - 50 male students and 50 female students. The following psychodiagnostic methods were used: Hewitt & Flett Multidimensional Perfectionism Scale (MPS), SDTP (Short Differential Test of Perfectionism) by A. Zolotareva, Freiburg Personality Inventory (FPI-R). The study found significant differences in the manifestations of perfectionism in male and female students: male students had higher levels of socially prescribed perfectionism than female students. In women, high levels of perfectionism correlate more strongly with negative personality characteristics. It has been shown that the average level of perfectionism is adaptive and favorable for the psychological state of students. The results obtained can serve as a basis for the development of practical measures of psychological support for students, as well as for further understanding of theoretical and applied issues related to the manifestation of perfectionism. Keywords: perfectionism, gender aspect, psychological features, students, anxiety, self-esteem.
Development of Students’ Project Thinking: A comparative Analysis of Technology-mediated and Conventional Education
This study examines the impact of technological platforms (Duolingo, Coursera, Quizlet) on the development of project thinking, cognitive skills, memorization, problem-solving, creativity, and engagement. A survey was conducted among 77 students majoring in “Pedagogy and Psychology” to analyze their understanding of the strengths of digital platforms, compare learning outcomes, and identify barriers to the implementation of digital education. Three hypotheses were tested: (1) Digital tools and teaching methods outperform conventional approaches in memorization efficiency and visual/creative thinking but are inferior in deep problem-solving and long-term knowledge retention; (2) Gamified platforms (e.g., Kahoot) enhance student engagement while both contributing to and helping manage distractions; (3) Digital tools (Coursera, Canva) are superior to conventional methods in structured task performance (e.g., following project templates), whereas conventional methods are more applicable for adaptive decision-making in unpredictable scenarios. The results confirmed that platforms such as Quizlet and Canva improve students’ memorization and creativity, while conventional instruction is preferable for complex problem-solving and teamwork; gamified tools correlate with higher motivation but also a greater number of distractions. Keywords: project-based thinking, educational psychologists, technologies, digital tools, education, cognitive skills.
Mapping Trends in Artificial Intelligence and Educational Assessment
The digital era transformed education, offering promising development opportunities. However, despite having a significant amount of data, education still lacks specific mechanisms for using it to improve learning, teaching and decision-making. There is a growing body of research advocating for application of AI in education. Advantages of AI come with its ethical concerns related to bias, transparency and privacy. At the same time AI-based assessment is still underexplored in literature. In addition, emerging research trends, links between AI and assessment and existing research communities remain largely unexamined. The paper aimed at exploring the evolving research patterns, link between AI and educational assessment and existing research communities. This study adopts a bibliometric methodology to analyze the research literature on AI and assessment. Thus, metadata was collected from the Web of Science by Clarivate and Scopus databases over a span of almost 15 years. The obtained data was cleaned, standardized, and combined, resulting in a corpus of 1,465 publications. VOSviewer was used to visualize thematic clusters, author networks, and key areas reflecting current trends in AI in educational assessment. The bibliometric analysis reveals the growing use of machine learning, learning analytics, and intelligent mentoring systems to personalize the educational process and support academic success in modern research. Keywords: Artificial intelligence, education, assessment, bibliometric analysis, machine learning.
Psychological and Pedagogical Aspects of the Integration of Fine Arts into the Training Program for Social Educators
The article examines the psychological and pedagogical aspects of the integration of fine arts into the educational program for training social educators. The theoretical foundations, methodological approaches, and practical methods contributing to the development of aesthetic culture and professional competence of future social educators are analyzed. In the theoretical part of the research work, the works of domestic and foreign scientists who studied the issues of training social educators, education based on creativity, and the integration of fine arts into the educational program are analyzed.With special emphasis on the role of fine arts in the formation of emotional intelligence, aesthetic perception, and creative thinking of students and communication skills, the initial and final levels of these competencies are determined. In order to determine the level of professional competencies of students, four diagnostic methods were selected (the EmInquestionnaire, the Torrence test, a set of methods proposed by Y.S. Lyubimova (observation, questioning, interviewing, etc.), and the I.V. Lipsitz pictogram method "You and your environment"). Thirty-nine students from Al-Farabi Kazakh National University took part in the experiment. At the formative stage of the practical part of the research work, the possibilities of integrating fine art into the program for training social educators based on creative workshops,project activities,art therapy,excursions and exhibitions were considered.At the control stage of the experimental part of the research work, the effectiveness of the possibilities of integrating fine art into the educational program was determined, and a conclusion was made. Keywords: training of social educators, fine arts, integration, emotional intelligence, creative thinking.
Methodological Aspects of Teaching Paraphrasing as a Tool for Enhancing University Students’ Communicative Skills
This article examines periphrasis as a distinct stylistic device in linguistics. It provides a comprehensive analysis of both international and Kazakh scholarly research on periphrastic expressions. The study evaluates linguists’ conclusions from a contemporary perspective and identifies the defining features of periphrasis. Researchers who have investigated the lexical structure of the Kazakh language link periphrasis with various expressive means. Most scholars argue that periphrasis requires further scientific analysis, particularly in relation to metaphor, metonymy, synecdoche, euphemism, taboo, word combinations, compound words, and phraseological units, based on shared and distinctive semantic and structural characteristics. In modern communication, periphrasis plays a significant role in conveying meaning concisely while enhancing the aesthetic quality of the language. The article compares key scholarly definitions and interpretations of periphrasis, demonstrating that its boundaries with other linguistic units remain insufficiently defined. Examples from Abai’s works illustrate the function of periphrasis in expressing ideas figuratively. To determine future philology specialists’ understanding of the concept of periphrase, a survey was conducted, and its results are described and concluded. 66 students from Abai Kazakh National University participated in the survey, studying the "6B01701 - Kazakh Language and Literature" program. Keywords: periphrasis, the phenomenon of periphrasis, figurative meaning, stylistic device, epithet, study.
Adaptive Teaching of Russian Phraseology to Students Using Artificial Intelligence
The article comprehensively examines the actual and significant problem of teaching phraseology of the Russian language to students for whom Kazakh is their native language. In the context of expanding intercultural communications, the possession of stable expressions of the Russian language plays an important role in ensuring effective communication and a deep understanding of cultural nuances. However, linguistic and cultural differences between the Russian and Kazakh languages create certain difficulties in the process of assimilation of phraseological units. In this regard, there is an urgent need to develop innovative and effective pedagogical approaches that take into account the specific needs of this category of students. The proposed study focuses on the potential of using artificial intelligence (AI) as a key tool for creating an adaptive learning environment that can significantly improve the quality of teaching Russian phraseology to Kazakh students. It is proved that traditional teaching methods aimed at the average student do not always take into account individual learning rates, the level of language training and the peculiarities of perception of the material due to the native language and cultural context. In contrast, personalized learning methods based on AI capabilities can provide a more flexible and efficient educational process. The article describes a mechanism for analyzing students' academic performance at various stages of learning, including identifying typical errors and individual weaknesses in understanding and using Russian phraseological units. Special attention is paid to the ability of AI to generate individualized learning materials, including adapted explanations, usage examples, interactive exercises and control tasks that take into account the level of complexity and identified gaps in the knowledge of each individual student. The following methods were used: analysis of scientific literature, diagnostic test for knowledge of phraseological units (before and after training), adaptive platform for studying phraseological units using AI tools, observation, survey, interview, content analysis of completed tasks, statistical data processing. The theoretical significance of the research is to expand theoretical knowledge about the use of AI in linguodidactics, in particular, in the field of teaching phraseology, to develop a theoretical model of adaptive phraseology teaching using AI, taking into account the specifics of the Kazakh- speaking audience. The practical significance of the research lies in the development of methodological recommendations for Russian language teachers working with Kazakh-speaking students on effective phraseology teaching using adaptive AI technologies. Keywords: adaptive learning, student, phraseology of the Russian language, artificial intelligence, personalization of learning.
Narrative Review of Metacognition Development for Beginner Researchers
Metacognition is the thinking about the process of cognition that helps to regulate it. The development of metacognition and metacognitive skills of learners is a broad topic, the concept and scope of which has already been outlined in the scientific literature. It is possible to develop metacognition, and the body of applied research in this area is growing. In this regard, this paper provides an overview of research on metacognition development published primarily in the journal 'Metacognition and Learning', supplemented by relevant studies from other peer-reviewed sources. Despite the abundance of articles on metacognition itself, there are not many sources of information on its development. The material presented in this article aims to be a useful aid for novice researchers into the development of metacognition in order to form initial ideas and to learn about research perspectives. Articles addressing development, facilitation, and scaffolding were manually selected from the 'Metacognition and Learning' journal, complemented by additional studies from other scholarly sources. The study differs from similar ones in that it does not concentrate on metacognition in general, but on its development. The materials were analysed using a qualitative method. Based on the articles focusing specifically on the development of metacognition, we organized knowledge about directions for activities in the field of metacognition development. The results produced a structured knowledge that synthesises the data in the field of metacognition development. The research results also contribute to the development of theoretical ideas about the metacognition development. Keywords: metacognition, metacognitive skills, development, facilitation, theory.
Pedagogical Approaches to the Formation of Cross-cultural Competence in Future Music Teachers
The article examines the problems and prospects for developing cross-cultural competence in future music teachers. The research aims to determine the level of knowledge and the need for forming cross-cultural competence in the professional training of music students in higher education and to propose effective measures for its development. The main research directions included analyzing existing scientific concepts and approaches to forming cross-cultural competence in music education; determining the level of knowledge and significance of cross-cultural competence in the professional training model for music students at universities; developing and testing practical recommendations and methods for music teachers aimed at increasing the level of cross-cultural competence among students at music educational institutions. The research results expand theoretical knowledge about the significance of cross-cultural competence in training music educators, while the practical results present new methodological approaches. The empirical part of the study involved 98 students and 46 teachers from Abai Kazakh National Pedagogical University and Utemisov West Kazakhstan University. A survey of teachers and students showed that respondents believe the current state of cross-cultural competence requires significant improvements. Both groups identify similar problem areas and note some differences. Recognition of the need to develop cross-cultural competence among students was 48% and among teachers 40%, which demonstrates the relevance of this research. To form cross-cultural competence in future music teachers, a technology for developing this competence is proposed, including two special courses: "Teaching Intercultural Communication" and "Forming a High Level of Cross-Cultural Competence in Future Music Teachers." The pedagogical experiment showed that the experimental group demonstrates significantly greater progress across all levels of cross-cultural competence compared to the control group, with the lag being particularly noticeable at the creative level. Keywords: cross-cultural competence, pedagogical approaches, future music teachers, monocultural education, multicultural education, pedagogical model, development of cross-cultural competence.
The Effectiveness of Neuro-Pedagogical Interventions in the Development of Creative Skills in Preschool Children
In the research work, the effectiveness of neuroeducational interventions in the development of creative skills in preschool children in a preschool organization is comprehensively examined. The aim of the research is to scientifically substantiate the impact of neuroeducational methods, which include cognitive, motor, emotional-social, and artistic-visual components, on enhancing the creative potential of 5-year-old children. The study defines neuroeducational interventions from both theoretical and practical perspectives through the interconnection of classical and contemporary scientific works. The integration of classical scientific concepts and modern neuroscience forms the theoretical and methodological basis of interventions aimed at developing creative skills in preschool children. The experimental work was conducted over 12 months and implemented through control and experimental groups. The intervention program included brain gymnastics, rhythm-coordination exercises, neurography, art-therapeutic tasks, social-emotional methods for recognizing emotions, as well as cognitive tasks aimed at developing divergent thinking. The results of the study showed that neuroeducational interventions significantly improved attention concentration, memory, imaginative thinking, motor coordination, emotional recognition and regulation abilities, as well as artistic-creative expression skills in children. The development dynamics in the experimental group were significantly higher than in the control group across all components: cognitive (+12%), motor (+12%), emotional-social (+13%), and artistic-visual skills (+17%). The Cohen’s d index confirmed the strong effect of the intervention (1.80), which indicates the high scientific and practical significance of the applied methods. The authors scientifically substantiated that the systematic introduction of neuroeducational interventions into the process of preschool education plays an important role in developing children's creative skills. The interventions provided comprehensive development through brain activation, enhanced interhemispheric integration, improved emotional self-regulation, and stimulated imaginative creativity. The results obtained demonstrate that the implementation of neuroeducational methods and tools in the organized educational activities of preschool children is an effective model that reveals cognitive, motor, emotional-social, and artistic-visual abilities, and supports the development of their creative skills. Keywords: neuro-pedagogical interventions, creative skills, developmental abilities of a child.