Бұл мақалада болашақ бастауыш сынып мұғалімдерінің рухани мәдениетінің аксиологиялық негіздері Қазақстанның көпмәдениетті білім беру ортасы контексінде қарастырылады. Зерттеудің мақсаты - болашақ мұғалімдердің рухани мәдениетінің құндылық негіздерін анықтау және олардың оқушылардың кәсіби өзін-өзі анықтауында және мәдени және әлеуметтік қатысуында қалай көрінетінін бағалау. Зерттеудің эмпирикалық бөлігі Е.А. Бөкетов атындағы Қарағанды университеті мен Қазақ ұлттық әйелдер педагогикалық университетінің педагогикалық мамандықтары бойынша оқитын 200 екінші-төртінші курс студенттерінің сауалнамасына негізделген. Талдау негізгі құндылық бағдарларына (гуманизм, төзімділік, мәдени сезімталдық, патриотизм, жауапкершілік және инновация), мәдени әртүрлілікке деген көзқарастарға, мәдени және ерікті бастамаларға қатысуға және әлеуметтік жауапкершілік деңгейіне бағытталған. Алынған деректер жауапкершілік пен инновацияның көрсеткіштері жеткіліксіз көрсетілген гуманистік және толерантты көзқарастардың басым екенін көрсетеді, сондай-ақ құндылық бағдарлары, мәдени және әлеуметтік қатысу және әлеуметтік жауапкершілікті өзін-өзі бағалау арасындағы байланысты көрсетеді. Болашақ бастауыш сынып мұғалімдерінің рухани мәдениетінің аксиологиялық өзегінің құрылымы туралы қорытындылар тұжырымдалған және қазіргі заманғы білім беру қиындықтарын ескере отырып, құндылыққа бағытталған тәсілге негізделген педагогикалық оқыту бағдарламаларын жетілдіру бағыттары көрсетілген.

10.48081/WSBO1222

2025

Выпуск 4

This study aims to examine Foreign Language Classroom Anxiety (FLCA) and Willingness to Communicate (WTC) among Kazakhstani undergraduate EFL learners majoring in English, taking into account their self-rated English proficiency. Both FLCA and WTC are crucial affective factors that influence the effectiveness of foreign language acquisition. Although English is widely regarded as a global language and many students choose it as a pathway toward their future careers, relatively few studies have focused on these phenomena among English majors in Kazakhstan. To address this gap, the study employed a mixed-methods approach, including questionnaires administered to 72 participants and semi-structured interviews with 11 individuals. Quantitative analyses revealed significant negative correlations between FLCA and WTC (r = –.533, p < .01) as well as between FLCA and proficiency (r = –.477, p < .01). Qualitative thematic analysis identified five key sources of anxiety: communication apprehension, fear of negative evaluation, test anxiety, fear of public speaking, and the negative emotional influence of teachers. These findings have important theoretical and pedagogical implications. Theoretically, the study contributes to the broader understanding of affective variables in second language acquisition (SLA) by providing empirical evidence on how FLCA and WTC interact within the Kazakhstani EFL context. Practically, the findings suggest that supportive teaching environments can help alleviate anxiety and enhance learners’ willingness to communicate and underscores the importance of addressing FLCA through positive classroom dynamics and targeted interventions. Future research should consider additional factors, such as motivation, cultural factors, and out-of-classroom experiences in relation to foreign language classroom anxiety (FLCA) and willingness to communicate (WTC). Investigating these factors in other contexts, such as among learners of Kazakh and Russian, and speakers of minority languages in Kazakhstan, could provide valuable insights.

10.48081/RUPP7587

2025

Выпуск 4

The purpose of this study is a comprehensive analysis of the current state and prospects of using Internet of Things technologies in higher pedagogical education, the development of a conceptual model for integrating IoT into the educational process of pedagogical universities, taking into account the peculiarities of training future teachers. The research methodology consists of studying and analyzing the literature on the IoT transformation of teacher education, questioning teachers and students in order to identify their opinions on the need to introduce IoT into the educational process, and determining the most promising areas for integrating IoT technologies into the system of training future teachers. The results of the study. Based on the analysis of the literature, the results of a survey of students and teachers of computer science, future specialists in the field of ICT for education, a conceptual model of IoT integration into the educational process of pedagogical universities has been developed, the main ways of its implementation have been identified and justified. Conclusion. The introduction of IoT technologies into the educational process of pedagogical universities will optimize the management of the educational process, increase the efficiency and quality of education, and provide more effective training of specialists in the field of IoT for education. The developed conceptual model of IoT integration into the educational process of pedagogical universities is an important step towards the successful integration of IoT into pedagogical education, allows you to provide a holistic vision of the entire process and build a logical sequence of actions for its implementation.

10.48081/WWGZ3352

2025

Выпуск 4

This article examines the current issue and prospects for the development of professional competence among teachers studying at colleges. An analysis of scientific and methodological literature, as well as regulatory and legal acts, has revealed the existence of problems and the need to develop and implement innovative approaches to the educational process aimed at improving the level of professional training of future teachers. The main approaches to the development of professional competence have been identified: competence-based, activity-based, creative, and professional. The importance of developing pedagogical practices and introducing new teaching methods, such as project activities, pedagogical workshops, and the use of digital technologies, was noted. The results obtained from observing and surveying students showed the need to improve the level of professional training and adapt college educational programs to the modern requirements of pedagogical activity. Based on these results, recommendations were made aimed at developing in-depth knowledge and skills for working with primary school children, which should enable future teachers to carry out their professional activities effectively and harmoniously. Their effectiveness was confirmed by the results of a pedagogical experiment conducted in the experimental group. The main effect of the program's implementation is expected to be an increase in the level of professional readiness of future teachers to work with primary school children.

10.48081/LATU5565

2025

Выпуск 4

This article discusses an experiment in the implementation of acting techniques, conducted within the framework of the discipline “Children’s Literature with a Workshop on Expressive Reading” among undergraduate students in the educational program of Primary Education. With the development of Artificial Intelligence and its introduction into the learning process, the problem of raising a child and the approach to teaching remains important. The article’s authors see this problem not only in the information provided but also in the quality of the acquired knowledge and experience of the future primary school teacher. The art in this article is considered as acting techniques developed by famous directors in the theater field. As indicated in this article, acting techniques were studied, processed, and applied within the framework of the discipline “Children’s Literature with a Workshop on Expressive Reading”. To conduct research within the framework of this discipline, practical tasks, and student’s independent work based on acting techniques were developed. The study is divided into two stages. The article offers conclusions and ways to solve problems in the development of future primary school teachers.

10.48081/IYVZ2490

2025

Выпуск 4

Статья посвящена комплексному исследованию когнитивных особенностей детей альфа-поколения (6–10 лет) и их влияния на процесс обучения в начальной школе Казахстана. На основе многоэтапного дизайна (анкетирование, эксперименты, наблюдения) выявлены ключевые характеристики восприятия информации у современных школьников: доминирование визуальных форматов, склонность к «клиповому» мышлению и мультитаскингу, а также высокая ранняя цифровая грамотность. Показано, что при одновременном выполнении нескольких заданий скорость обработки информации снижается вдвое, а чрезмерное использование гаджетов повышает риск поверхностного восприятия учебных материалов и снижения концентрации внимания. Экспериментальные данные свидетельствуют о более эффективном усвоении знаний при использовании мультимедийных и игровых методик по сравнению с традиционными текстовыми форматами. Особое внимание уделено культурно-ментальным и языковым факторам, характерным для казахстанской системы образования, включая двуязычие и неоднородное техническое оснащение школ. В заключении обоснована необходимость оптимального баланса между цифровыми и классическими методами обучения, а также развития критического мышления и «цифровой гигиены» у учащихся. Результаты могут быть использованы для совершенствования учебных программ и методических рекомендаций, ориентированных на повышение мотивации и когнитивной эффективности младших школьников в современных условиях цифровизации.

10.48081/HNWK5919

2025

Выпуск 4

Digital innovation in the educational sector requires pre-service teachers to have a high level of digital competence to follow current trends. For effective technology implementation, it is essential to apply specific strategies; reliable and beneficial strategies are offered by the SQD model. The topic needs to be addressed to explore strategies used by pre-service teachers and make comparisons between two universities. Quantitative data were collected via the survey of the SQD model and comparative analysis was conducted through the Mann-Whitney U-test. The detailed analysis allowed to arrange strategies into groups and find the indicators of understanding level. The findings show that pre-service teachers tend to follow examples and advice in technology implementation, whereas strategies related to communication are underused. The lack of collaboration and feedback is a sign of weak focus on higher-order thinking skills, it helps university authorities pay special attention to the implementation of higher-order thinking skills activities in the educational program. Moreover, despite the neglected use of collaboration and feedback, meaningful differences between universities were found in them. The practical significance of the study lies in the importance of SQD model strategies which mitigate pre-service teachers’ adaptation and readiness for effective technology implementation.

10.48081/IZDO6519

2025

Выпуск 4

The present article is aimed at the study of problems and prospects in the field of structure and content of experimental competence of physics teacher in the process of professional training in higher education institutions of the country. The purpose of the study, the study of the structure and content of the experimental competence of a physics teacher, to determine the conditions for improving the effectiveness of its formation. The main ideas were to define the conceptual apparatus and content of the term "experimental competence", to identify the main components of experimental competence, to assess the current state of formation of experimental competence of university students and to develop proposals to improve the quality of physics teacher training. As a result, the concept of "experimental competence" is defined. In the structure of the experimental competence of a physics teacher the current key elements are identified, their content is disclosed. The presented results of the expert survey confirmed them and showed the need to intensify the work in higher education institution to create conditions for involving students in experimental activities and in the introduction in practice of innovative experimental approaches in the educational process. Scientific novelty lies in the proposal of specific structural components of experimental competence, and the development of a methodology based on their integration into the educational process of physics teacher training. The results obtained in the course of the study in the EG indicate the feasibility of developing an algorithm for the introduction of specialized courses for the formation of experimental competence of students in the learning process, increasing their readiness for productive and creative experimental activity in the new conditions that are noted in modern school.

10.48081/CLNY5143

2025

Выпуск 4

In today’s market conditions, developing a DEI corporate culture is critical for innovation and employee retention, while traditional training methods are often ineffective. The aim of the study was to evaluate the impact of active teaching practices (role-playing games, facilitation, mini-sessions) on the implementation of DEI principles and sustainable changes in employee behavior. A mixed method was used: quantitative analysis of pre- and post-tests (awareness level, tolerance and inclusive thinking indices, HR metrics) and qualitative analysis of interviews and observations. The series of activities included a two-day training, thematic workshops, facilitation sessions, role-playing cases, and weekly mini-facilitations for a month; the control group did not undergo similar interventions. The assessment was conducted immediately after the course completion, which allowed recording immediate changes. In addition, a qualitative analysis of participant interactions and a comparison of HR metrics confirmed the comprehensiveness of the effect. The experimental group (80 IT, HR, and marketing employees) showed a more than twofold increase in awareness (p < 0.001), an increase in tolerance (from 2.30 to 4.00) and inclusive thinking (from 2.15 to 3.95), a decrease in turnover (from 12% to 7%), and an increase in DEI satisfaction (from 3.00 to 4.50). The correlation between awareness and participation in DEI projects was r = 0.65; qualitative data confirmed the independent initiative of employees. The results substantiate “learning by doing” as an effective format for sustainable transformation of organizational culture and provide a basis for adapting DEI training in Kazakhstan.

10.48081/COJH1570

2025

Выпуск 4

Актуальность данного исследования обусловлена значимой ролью самооценки в обеспечении психологического благополучия, академической успешности и социальной адаптации студентов. Коммуникация, являясь основным механизмом межличностного взаимодействия, оказывает непосредственное влияние на процесс формирования личностных представлений индивида о себе, а также на уровень уверенности в собственных возможностях. Однако, несмотря на очевидную взаимосвязь между коммуникативными процессами и самооценкой, механизмы их взаимодействия требуют дальнейшего научного осмысления. В частности, необходимо более детальное изучение влияния различных форм коммуникации — вербальной, невербальной и цифровой — на динамику самооценки студентов, а также выявление факторов, способствующих её укреплению или, напротив, снижению. Настоящее исследование направлено на анализ влияния различных типов коммуникации на процесс формирования самооценки студентов. Особое внимание уделяется психологическим аспектам этого процесса, а также выявлению факторов, определяющих положительные изменения в восприятии студентами собственной значимости и компетентности. В рамках эмпирического исследования изучены три основные формы коммуникации — вербальная, невербальная и цифровая — с целью определения их воздействия на уровень самооценки студентов. Методологическая основа исследования включает теоретический анализ научных источников, анкетирование, наблюдение и статистическую обработку полученных данных. Анализ результатов позволил выявить закономерности влияния различных форм коммуникации на самооценку студентов, а также разработать практические рекомендации для преподавателей, студентов и образовательных организаций. Эти рекомендации направлены на создание благоприятной коммуникативной среды, способствующей развитию позитивной самооценки обучающихся. Полученные эмпирические данные могут быть полезны в контексте педагогической и психологической поддержки студентов, а также при разработке стратегий, направленных на укрепление их психологического благополучия в образовательной среде.

https://doi.org/10.48081/OXZP7941

2025

Выпуск 3