В условиях растущей цифровизации общества важно не только владеть современными IT-инструментами, но и обладать высоким уровнем эмоционального интеллекта. Настоящее исследование направлено на выявление связи между эмоциональным интеллектом (ЭИ) и навыками в сфере информационных технологий (IT-навыками) у студентов Карагандинского университета имени академика Е.А. Букетова. В итоговую выборку вошли 120 студентов, в том числе 63 мужчин и 57 женщин. Инструментами опроса являлся короткий вариант опросника Бар-Она «EQ-i:S», тогда как уровень компьютерной самоэффективности определялся с помощью «Шкалы компьютерной самоэффективности» Мёрфи, Кувера и Оуэна. Результаты статистического анализа (коэффициент корреляции Пирсона) показали умеренную положительную взаимосвязь между интегральным показателем ЭИ и уверенностью в IT-навыках (r = 0,374, p <0,01). Наиболее сильная связь обнаружена для субшкал «Управление стрессом» и «Адаптивность», что подчёркивает роль эмоциональной устойчивости и гибкости в успешном освоении цифровых технологий. Сравнительный анализ по полу не выявил статистически значимых различий ни в уровне ЭИ, ни в компьютерной самоэффективности, тогда как профиль обучения (технический, гуманитарный, естественнонаучный) оказался связанным с различиями в цифровых навыках.

https://doi.org/10.48081/BGQF2073

2026

Выпуск 2

Мақалада дуальды білім беру жүйесінің не екені, қай елдерде жұмыс істеп жатқаны және Қазақстанда дуальды оқыту қай уақытта басталғаны және қазіргі даму деңгейі, негізгі қағидаттары, атап айтқанда теориялық және практикалық оқытудың интеграциясы, дуальды оқыту барысында цифрлық білім беру жүйенің мүмкіндіктері, жұмыс берушілердің білім беру үдерісіне, оқу бағдарламаларын жасау барысына қатысуы және дуальды оқытудың түрлері, яғни мансаптық интеграцияланған дуальды оқытуды қолдану барысында E-dual.kz моделі қарастырылып, талданады. Дуальды білім беру жүйесін талдау үшін Prisma әдістеріне негізделген 2015-2024 жылдар аралығын қамтитын жарияланымдарға жүйелі шолу жасалды. Жүргізілген зерттеулер негізінде шетелдік дуальды білім беру жүйесімен Қазақстандағы дуальды білім беру жүйесін салыстыра отырып, біршама артықшылықтары мен кемшіліктерін анықтадық. Сондай-ақ дуальды білім беру жүйесін енгізу және жүзеге асыруға байланысты мәселелері қарастырылды, яғни білім беру ұйымдары мен кәсіпорындар арасындағы өзара байланысты орнату қажеттілігі. Зерттеу нәтижелері білім беруді цифрландыру жағдайында дуальды оқытудың мүмкіндіктері бар екенін, сонымен қатар тәжірибе барысында қолдануын одан әрі зерттеу қажеттігін атап көрсетеді.

https://doi.org/10.48081/BGQF2067

2026

Выпуск 2

This article outlines the authors' position on the necessity of using web-quest technology in the training of future foreign language teachers which contributes to the improvement of their practical skills and abilities, which leads to the formation of foreign-language professional competence of future teachers allows more effectively organize students` individual work and individualize the learning process, increases interest in lessons and subject; activates students` communicative and cognitive activities. The purpose of this article is to show the possibilities of web-quest technology for the development of foreign language communicative professional competence of bachelor students. The article notes that using of web-quest technology contributes to the activation of thinking activity in humanitarian education. Thanks to the use of web-quest technology students master the skills of research activity in the process of studying humanities subjects, which contributes to their rapid involvement in general cultural values. The article confidently asserts that web quests are a highly effective method of using information and communication technologies. The article proves that using web-quest technology to analyze information on a website stimulates individual and group work among students, which is an essential aspect of future teachers' foreign-language professional competence. The modern education system is focused on variety of learning process designs. Web-quest technology improves the efficiency and quality of education and fosters information culture as the basis of informatisation of society as a whole. The effective use of Internet resources and their integration into the educational process is crucial for solving practical problems and the work on the web-quest contributes to the development of communicative and cognitive competence.

https://doi.org/10.48081/BGQF2069

2026

Выпуск 2

The article examines the role of multimodality as a key didactic category for modern Kazakhstani school textbooks, particularly those used in Russian language instruction. While digital textbooks characterized by multimodal integration are actively being developed, the printed textbook remains the dominant medium in classrooms. This makes the transformation of the traditional printed textbook into a multimodal object an urgent pedagogical task. Based on textbook design analysis and survey results among teachers, the article reveals a significant lack of awareness regarding the importance of multimodality among educators and textbook experts. The author proposes practical solutions for multimodal enhancement: converting linear theoretical texts into infographics, embedding QR codes that link to audio and video texts, and integrating interactive tests to enable immediate feedback in accordance with BYOD strategies. These findings are supported by empirical data from a pedagogical experiment conducted in a rural school, which shows that multimodal textbooks enhance student engagement, improve comprehension, and support differentiated learning pathways.

https://doi.org/10.48081/BGQF2061

2026

Выпуск 2

The article is devoted to the study of the level of information and communication competencies of future informatics teachers and the assessment of the impact of the use of interactive technologies and ICT in laboratory classes on its development. The study was attended by students of the educational programs 6B01505 - "Informatics" and 6B01502 – "Mathematics-Inforomatics" of Zhetysu University named after I.Zhansugurov and the Caspian University of Technology and Engineering named after Sh.Yessenov, who were divided into control and experimental groups. The experimental group studied using modern educational platforms and interactive tools, while the control group took traditional classes. The results of online surveys before and after the experiment showed a significant improvement in the level of ICT competence among students of the experimental group, which confirms the hypothesis about the positive impact of ICT on teacher training. The article also provides recommendations for the further development of approaches to the digitalization of teacher education.

https://doi.org/10.48081/BGQF2071

2026

Выпуск 2

The current article is devoted to examining the metacognitive awareness (MA) of pre-service language teachers in AI-supported language learning contexts. It explores the role of AI in facilitating self-regulated learning and critical thinking and innovative reflective teaching practice of the future teacher candidates. The use of artificial intelligence (AI) tools for language learning in a broader sense has emerged as a key research area in recent years. The significance of the research is conditioned by the active introduction of the AI technologies into the modern educational process and their potential in development on metacognitive skills. The aim of this study is to investigate pre-service language teachers' planning, monitoring, evaluation and regulation of their learning processes, determining the role of AI in pre-service language teachers' developing metacognitive skills. The mixed methods approach used to collect quantitative data from a survey, and a review of scientific literature about the role of metacognition and AI on language learning were done. The research was conducted among 100 pre-service language teachers' of al-Farabi Kazakh National University. The survey was administered through Google Forms. The results demonstrate that students use the AI tools quite often, and these tools have a positive influence on their skills to self-regulate. Such practices highlight that metacognitive strategies should embrace flexibility and adaptability, and that artificial intelligence may play a crucial role in effective teaching. Understanding these aspects is crucial for teacher education programs to enable future teachers not only to be adept at the use of technology but also to give students the skills to use self-regulatory and thinking strategies. Overall, the results indicate that pre-service language teachers in AI learning environments show a high level of metacognitive awareness as indicated through their goal-setting, task prioritization, and efficient resource organization capabilities.

https://doi.org/10.48081/BGQF2072

2026

Выпуск 2

This article examines the didactic conditions necessary for the creation and effective use of educational platforms in the process of teaching biology at school. Modern educational platforms are analyzed, their advantages and disadvantages are revealed. Special attention is paid to methodological approaches to the introduction of digital technologies in the educational process, as well as the impact of platforms on students' academic performance and motivation. The article presents the results of a study that proves the effectiveness of integrating educational platforms into school education. The article highlights the research of Kazakhstani and international researchers, in particular G. Baitasheva, E. Rustemova, A. Musadildayeva, G. Admanova, L. Yu. Shefer, A.M. Alimbayeva, as well as E.P. Krupoderova and A.V. Ponachugina on the use of digital educational technologies in teaching biology. The role of BilimLand, Online Mektep, Labster, PhET Interactive Simulations, Google Classroom and Moodle platforms in improving the quality of education is considered. This article will be useful for teachers, methodologists, and developers of educational technologies.

https://doi.org/10.48081/BGQF2054

2026

Выпуск 2

The article gives a general description of the features of the formation and development of small-class schools in the Republic of Kazakhstan, analyzes their current state. At the same time, the degree of provision with legal, educational and methodological guidelines and tools developed taking into account the specifics of small-class schools is described. Based on the results of the analysis, the effective and ineffective aspects of the updated educational program for small-class schools were identified and proved. The negative and positive aspects of the organization of the educational process in small-class schools of the Republic of Kazakhstan are analyzed, as well as the features and content of the educational process are described. The problems that arise in the organization and management of the educational process in small-class schools in outlying villages and regional centers of our country are identified, and ways and means of solving them are proposed. Recommendations are given for the future development of small-class school education.

https://doi.org/10.48081/BGQF2065

2026

Выпуск 2

Цифрлық трансформация жағдайында білім беру саласындағы заманауи технологиялар журналистика және PR саласы бойынша мамандарды даярлауда маңызды рөл атқарады. Мобильді қосымшаларды пайдалану студенттерге кәсіби дағдыларды меңгеруге, медиаконтентпен жұмыс істеуге және оқу үдерісін тиімді ұйымдастыруға мүмкіндік береді. Мақалада мобильді технологиялардың білім беру процесіне әсері, сондай-ақ Canva, Trello, Notion, Grammarly, Google Drive, Google Docs, WordPress, iMovie, Kinemaster, Hootsuite, Buffer, Audacity және Mojo сияқты ең сұранысқа ие қосымшалар және олардың кәсіби құзыреттерді дамытуға әсері қарастырылады. Зерттеу әдістемесіне студенттер мен оқытушылар арасында сауалнама жүргізу, жоғары оқу орындарының оқу бағдарламаларын зерттеу және дәстүрлі оқыту әдістерімен салыстырмалы талдау кіреді. Негізгі нәтижелерге сәйкес, студенттердің 80%-ы мобильді қосымшаларды үнемі пайдаланады, ал эксперименттік топтың орташа үлгерім бағасы 74-тен 81-ге дейін, ал оқу үдерісіне қатысу деңгейі 3.1-ден 4.4-ке дейін артқан. Зерттеу қорытындылары мобильді технологиялардың журналистика және PR мамандарын даярлауда маңызды құрал екенін дәлелдейді. Мақалада білім беру процесіне мобильді шешімдерді интеграциялау бойынша ұсыныстар беріліп, болашақ зерттеулердің перспективалық бағыттары айқындалады.

https://doi.org/10.48081/BGQF2049

2026

Выпуск 2

The study explores the role of information and communication technologies (ICT) in creating a language learning environment during foreign language instruction at the tertiary level. The primary objective is to analyze the pedagogical effectiveness of ICT in fostering language proficiency and modeling an immersive language environment. In order to achieve this aim, 35 3rd-year students of Pavlodar Pedagogical University named after Alkey Margulan were recruited to participate in the study. The study involved the implementation of a massive open online course (MOOC) “Active Communication”. The study employed a pre-test and post-test design, indicating that the participants' language proficiency was assessed both before and after they were exposed to the ICT based foreign language instruction. This design enables the researchers to measure the potential improvement of outcomes by comparing the scores obtained from the two tests. The findings indicate an increase in average test scores from 59% to 76,4% following the intervention. The study confirms that ICT, when integrated through grounded pedagogical approaches, can successfully replicate the functions of a natural language environment and contribute to better academic results.

https://doi.org/10.48081/BGQF2053

2026

Выпуск 2