The article is devoted to the analysis of the methodological foundations of the formation of communicative competence of students of schools with a non-Russian language of instruction using the example of the thematic section «Food culture» from the textbook of the Russian language for the 8th grade. The relevance of the research is determined by the need to improve the effectiveness of teaching Russian as a non-native language in a multicultural educational environment. The aim of the work is to identify effective methods of activating thematic vocabulary that contribute to the development of oral and written speech in schoolchildren. The methodological basis is based on lexico-semantic, communicative and cultural approaches. During the analysis, the thematic groups of vocabulary were identified, a contextual and grammatical analysis of speech material was carried out, and the role of the socio-cultural component in the formation of linguistic and intercultural competence was assessed. The results of the study showed that tasks combining lexical activation with communicative and cultural speech situations demonstrate the greatest effectiveness. The empirical basis of the work is based on the real tasks of the textbook and the results of their practical application in the school classroom, which ensures the applied significance of the research. The conclusion is made about the high pedagogical value of integrative techniques focused on meaningful and culturally determined language acquisition. The results obtained can be used in the development of teaching materials, improving the training of teaching staff and modernizing the educational process in schools with a non-Russian language of instruction.

https://doi.org/10.48081/BTOUP3.2026/395-413

2026

Выпуск 3

Abstract The article addresses issues related to the concept of continuity in the context of Kazakh vocal art. To explore this phenomenon, the author refers to historical materials that highlight the uniqueness and professionalism of traditional folk singers, whose creative work served as a spiritual foundation and a system of value-based guidelines in shaping modern vocal art. The author identifies three main and evolving directions in contemporary vocal performance: folk, academic, and pop. In each of these areas, continuity is manifested as a distinct spiritual process with the functions of preservation and transmission, to varying degrees. The article distinguishes between two types of continuity—intercultural and intracultural—each of which is reflected in the stylistic diversity of vocal art. Furthermore, the author clarifies the differences between the concepts of “continuity” and “tradition” and examines the distinctive features of the Italian bel canto school and the Russian vocal school. These traditions have influenced Kazakhstan’s academic vocal training and have formed the basis for continuity in this field. In understanding continuity in vocal performance, the author emphasizes the importance of an axiological approach, which reveals the fundamental meanings and values embedded in the art form and in professional training.

https://doi.org/10.48081/BTOUP3.2026/672-692

2026

Выпуск 3

Использование искусственного интеллекта в качестве помощника в обучении языкам началось ещё в 1950-х годах и значительно развилось за последние десятилетия с появлением генеративных моделей, применяющих алгоритмы глубокого обучения и нейронные сети для анализа и генерации учебного контента. Настоящее исследование направлено на эмпирическую оценку эффективности использования материалов, сгенерированных языковой моделью Copilot, в процессе обучения английскому языку как иностранному у студентов казахстанского вуза. В исследовании приняли участие 62 первокурсника, изучающие английский язык в рамках образовательной программы по изучению двух иностранных языков. Участники были распределены на две группы: Gen-AI-группу (n = 32), получавшую дополнительно к традиционным аудиторным заданиям материалы, созданные ИИ, и контрольную (n = 30), обучавшуюся по стандартной программе. Исследование проводилось в течение восьми недель по квазиэкспериментальному дизайну, включавшему пред- и пост-тесты. Для оценки эффективности вмешательства использовались задания на понимание прочитанного, письменную и устную речь, а также аудирование. Результаты показали, что студенты GenAI-группы продемонстрировали статистически значимое улучшение по следующим языковым компонентам по сравнению с контрольной группой – понимание прочитанного и письменная речь, при этом эффекты вмешательства были выраженными. Полученные данные подтверждают потенциал генеративных языковых моделей как эффективного инструмента поддержки в обучении иностранным языкам и подчёркивают необходимость дальнейших исследований в данной области, особенно в контексте многоязычного высшего образования. В завершении работы даны практические импликации, подчёркивающие значимость исследования.

https://doi.org/10.48081/BTOUP3.2026/8-25

2026

Выпуск 3

This article presents a theoretical review of international experience in the use of digital tools for teaching innovative urban development in secondary school geography. The relevance of the study is determined by increasing urbanization, the expansion of the smart city concept, the growing significance of sustainable development goals, and the need to develop students’ spatial thinking, digital literacy, and civic competencies in the study of urban topics. The study was designed as a descriptive and analytical theoretical investigation based on a structured review of peer-reviewed publications indexed in Scopus, Web of Science, ERIC, and Google Scholar. The review made it possible to identify the main groups of digital tools used in teaching urban topics, including online maps and WebGIS, open urban data resources, urban simulators, mobile AR/VR tools, educational platforms, and citizen science applications. On this basis, the article proposes a typology of digital tools according to their functional and didactic characteristics and formulates the main methodological principles for teaching innovative urban development in school geography. In the context of Kazakhstan, national platforms such as BilimAll and BilimLand are considered as potential digital environments for adapting international pedagogical experience to the local curriculum. The scientific novelty of the study lies in the pedagogical systematization of digital tools for teaching innovative urban development and in the development of a conceptual basis for their integration into school geography.

https://doi.org/10.48081/BTOUP3.2026/165-182

2026

Выпуск 3

В данной статье описываются этапы создания литературного проекта, предполагающего активную работу с текстами, их анализ и постановку проблемных вопросов при изучении романа Ф. М. Достоевского «Преступление и наказание», направленные на развитие критического мышления учащихся «Школы-лицея Binom School имени Каныша Сатпаева» в г. Астане. Данная компетенция входит в число ключевых навыков XXI века, обозначенных в казахстанских и международных образовательных стандартах. Одним из действенных методов развития критического мышления является использование литературных проектов, которые позволяют формировать аналитические и рефлексивные навыки, активизируют познавательную деятельность и развивают умение интерпретировать художественные тексты с точки зрения личностного и философского смысла. Цель исследования – изучение эффективности литературных проектов на основе романа «Преступление и наказание» для формирования критического мышления у учащихся старших классов. Задачи: исследовать особенности содержания и структуры романа с точки зрения его потенциала для развития критического мышления; разработать и апробировать методические подходы к реализации проекта. Предмет исследования – методические подходы и приёмы, направленные на развитие критического мышления через литературные проекты, основанные на анализе романа. Использованы теоретические методы (анализ научной литературы) и эмпирические (анкетирование, педагогическое наблюдение, экспериментальная проверка, анализ результатов учащихся). Новизна в разработке и апробации нетрадиционного литературного проекта, сочетающего междисциплинарный подход, интерактивные технологии, групповую и индивидуальную работу. Практическая значимость – в возможности применения проекта учителями-словесниками на уроках литературы и во внеклассной работе. Материалы могут служить методическим инструментом в реализации обновлённого содержания среднего образования в Казахстане. Научный результат: доказано, что проект приводит к приросту уровня критического мышления на 25–30% по ключевым критериям (анализ, синтез, оценка), с качественными изменениями в способности учащихся аргументировать мысли и интерпретировать текст; педагогический эффект проявляется в повышении мотивации к чтению и формировании самостоятельных суждений.

https://doi.org/10.48081/BTOUP3.2026/531-558

2026

Выпуск 3

The study employed a mixed-methods research design using a self-developed questionnaire based on the DigCompEdu framework. The questionnaire was adapted to meet the specific needs of pre-service English language teachers. The findings identified key challenges and areas where further support is needed for developing digital competence. Also, the results highlight the importance of targeted training programs and hands-on experience with innovative educational tools to develop the digital skills and confidence of future English language teachers. This study explores the readiness of pre-service English language teachers to integrate innovative digital educational tools in developing their digital competence for teaching. Accordingly, the collected data were examined using the SPSS Statistics 23.0 with descriptive and inferential statistics. Descriptive statistics (percentages and frequencies) were used to examine differences between grades and universities, while the Mann–Whitney U-test was applied to compare independent groups, as the data were not normally distributed. The 16-item scale demonstrated good reliability (α = .855). Findings revealed that while some students expressed low confidence in integrating technology into language teaching, the majority strongly agreed on the importance of digital competence for modern English teachers. No significant differences were observed between third- and fourth-year students or across institutions. To support these results, qualitative interviews with six students (three from each university) provided additional insights into the challenges and needs associated with integrating innovative digital tools. These results highlight the need to strengthen digital competence programs that provide meaningful knowledge and practical support for pre-service English language teachers, many of whom lack sufficient training and confidence in using digital tools effectively.

https://doi.org/10.48081/BTOUP3.2026/65-81

2026

Выпуск 3

Статья посвящена анализу современного состояния проблемы формирования эмоциональной устойчивости у студентов педагогических направлений. На основе обзора 22 отечественных и зарубежных исследований показано, что будущие педагоги часто демонстрируют недостаточный уровень эмоциональной устойчивости, проявляющийся в повышенной тревожности, самоагрессии, низком эмоциональном интеллекте и несформированности навыков саморегуляции. Подчёркивается, что эмоциональная устойчивость представляет собой интегративное качество, включающее эмоциональную экспрессию, эмпатию, рефлексию и способность адаптивно выражать чувства. В работе обобщены диагностические методики и эффективные практики развития этого качества - от социально-психологических тренингов до специализированных курсов и техник саморегуляции (включая EFT). Авторы делают вывод о необходимости системного, индивидуализированного и гендерно-чувствительного подхода к интеграции эмоционального развития в педагогическое образование как условия профилактики профессионального выгорания и обеспечения психологического благополучия будущих учителей.

https://doi.org/10.48081/BTOUP3.2026/531-558

2026

Выпуск 3

This article examines hybrid learning. This teaching method develops the professionalism of future foreign language teachers. Hybrid learning combines offline and online learning. This research is highly relevant in today's education sector, as hybrid learning needs to be implemented to improve the skills of future teachers. The aim of the study was to identify the characteristics of hybrid learning and how students' perceptions of this teaching method influence their professional skills. To explore this topic in more detail, a questionnaire was conducted. 112 students participated in the survey. All participants are students at pedagogical universities studying language majors. The questionnaire consisted of two sections: perceptions of hybrid learning and self-assessment of professional competence. The internal consistency of the scales showed high results (α=0.744-0.814), indicating a positive attitude toward hybrid learning. According to the results of the correlation analysis, there is an acceptable positive relationship between the variables (r=0.450, p<0.001). In turn, the regression analysis conducted during the study indicates that perceptions of hybrid learning play a significant role in the professional development of future teachers. Meanwhile, analysis of variance (ANOVA) reveals no significant difference in professionalism between junior and senior students. This suggests that hybrid learning is a universal teaching method suitable for all years of study. It is concluded that the better students' attitudes toward hybrid learning, the better their level of professional competence. However, this does not necessarily mean that hybrid learning plays a key role in the development of future foreign language teachers. Other factors also influence this: pedagogical practice accompanied by theoretical knowledge and the educational environment. The practical significance of this study is reflected in the improvement of curricula through the implementation of hybrid technologies.

https://doi.org/10.48081/BTOUP3.2026/425-438

2026

Выпуск 3

This article examines the development of students’ professional skills within an intercultural educational context, as part of the internationalisation of higher education. The relevance of this study lies in the need to train specialists capable of carrying out professional activities effectively in a multilingual and multicultural environment, and of adapting to the demands of today’s labour market. The objective of this study is to analyze the psychological and pedagogical conditions that contribute to the development of students' professional preparation in an intercultural environment. The study utilized methods of analyzing domestic and international scientific literature, questionnaires, comparative analysis, and synthesis of empirical data. D.V. Lyusin's "EmIn" emotional intelligence questionnaire was used as a diagnostic tool, allowing for the assessment of the cognitive, regulatory, and interpersonal components of students' emotional intelligence. The results of the study demonstrated that targeted educational interventions, focused on the development of emotional intelligence, contribute to strengthening students' professional readiness, developing their emotional self-regulation skills, improving their interpersonal interactions, and facilitating their adaptation to an intercultural educational environment. The findings confirm the importance of including emotional and communicative components in the system of professional training of students in the context of the internationalization of higher education.

https://doi.org/10.48081/BTOUP3.2026/473-484

2026

Выпуск 3

This article examines the pedagogical use of ICT in a 5th-grade English lesson on the topic “Professions.” The lesson was designed in accordance with curriculum objectives and various digital tools were used in the lesson to promote vocabulary acquisition, reading comprehension, and listening skills. The study implemented one-group experimental design, with the numbers of 15 students from Secondary School No.39 of innovative type with gymnasium classes of Pavlodar. Tests from the British council site were conducted for data analysis to determine whether the students’ vocabulary, listening, writing, reading skills improved or not. Students’ classroom participation was also observed during the learning process. The analysis showed positive changes in several language skills. Learners used new vocabulary more confidently, demonstrated better understanding of reading and listening tasks and took a more active role in classroom discussions. The findings support the value of ICT as a practical resource for improving English language teaching at school.

https://doi.org/10.48081/BTOUP3.2026/26-39

2026

Выпуск 3