Pedagogy and Psychology

Examining the Connection between Teacher Professional Identity and Burnout Levels in Educators

2026-04-15T18:01:21+06:00

Introduction. This study examines the professional identity and burnout levels of English language teachers in Turkistan. Methodology and methods. The study was conducted using the Professional Identity Scale and the Maslach Burnout Inventory. A total of 80 teachers from different educational institutions participated in the research. Descriptive statistics showed that teachers generally report moderate burnout and a stable perception of their professional identity across subject-matter, pedagogical, and didactical domains. Reliability analysis indicated strong internal consistency for all subscales. Correlation analysis revealed a meaningful relationship between the two constructs, with the strongest link observed between professional identity and the personal accomplishment component of burnout. Results. Emotional exhaustion and depersonalization showed weaker associations with identity dimensions. These findings suggest that teachers’ sense of professional effectiveness plays a central role in supporting their well-being and may reduce vulnerability to burnout. Scientific novelty. The research shows empirically how scientific dimensions of teacher professional identity are associated with distinct components of burnout, also clarifies which identity profiles function as protective factors or risk factors for burnout. The practical significance is that the finding can be used to identify educators earlier, to design targeted interventions to prevent burnout.

Development of Recurrent Skills of Future Teachers of Preschool Organizations Based on Artificial Intelligence Technologies

2026-05-06T01:03:33+06:00

Introduction. The recurrent nature of the professional activity of a preschool educator in a dynamically changing educational environment necessitates not a one-time acquisition of professional skills, but their sustained, cyclically reproducible application in practical work. Methodology and Methods. The empirical basis of the study consisted of a closed-ended survey of 49 third-year students enrolled in the degree programme 6В01201 Preschool Education and Upbringing. Results. The survey results among third-year students of a pedagogical specialisation revealed that the majority of respondents encountered the concept of "recurrent skills" for the first time (61%); however, they acknowledged the need for their purposeful development, critically assessed the existing educational programme as insufficiently oriented towards their formation, and expressed a preference for teaching practice with reflective components (39%) and AI-based simulations (37%) over traditional formats such as mentoring (14%) and portfolio-based approaches (10%). Theoretical Significance. The study introduces the concept of "recurrent skills" as an independent category of pedagogical knowledge, thereby expanding the theoretical understanding of the nature of professional development of a preschool educator. Practical Significance. The findings may be applied in the design of educational programmes for the training of future preschool educators, oriented towards the cyclically reproducible acquisition of professional skills through the use of reflective practices and artificial intelligence technologies.

The Symbiosis of Silicon and Neuron: Hybridizing Cognitive Habitus and the Sociological Transformation of Genius in Gifted Students

2026-05-03T08:48:17+06:00

Introduction. The study addresses the sociological transformation of giftedness and genius in the context
of artificial intelligence, examining how the boundaries between human cognition and algorithmic systems
are becoming increasingly blurred in the contemporary digital era. Consequently, traditional conceptions of
giftedness, grounded in biological determinism and individual cognitive performance, require reconsideration, as
they no longer adequately account for the cognitive experiences of gifted students engaging with AI technologies.
Methodology and Methods. The study employed a conceptual and intertextual analysis strategy grounded in
a post-humanist theoretical framework. Drawing on Pierre Bourdieu’s habitus theory, Actor-Network Theory,
and the Extended Mind Hypothesis, the research systematically reviewed national and international academic
literature from databases including Web of Science, Scopus, ERIC, Google Scholar, and JSTOR. Results.
The findings indicate that gifted students experience AI not merely as a functional tool but as an extension
of their cognitive processes, giving rise to a “hybridized cognitive habitus” in which emotion, intuition, and
algorithmic thinking converge. Furthermore, cognitive processes integrated with AI restructure cultural capital
through algorithmic competencies, generating a new form of digital cognitive elitism. Scientific novelty. The
scientific novelty lies in introducing the concept of “Symbiotic Genius” and “hybridized cognitive habitus” as
new theoretical frameworks that redefine giftedness beyond biological boundaries within the age of artificial
intelligence. Practical significance. The results can be used to reconceptualize educational policies, curriculum
design, and social adaptation strategies to align with the emerging hybrid cognitive reality of gifted students,
while also addressing issues of cognitive justice and equal access to AI technologies in education.

Factors Influencing the Choice of Minor Additional Educational Programs

2025-10-08T02:08:01+06:00

The study addresses students’ decision-making in the selection of minor additional educational programs in higher education. Minor programs enhance academic flexibility, interdisciplinary learning, and professional development by allowing students to complement their primary field of study with additional knowledge and competencies aligned with their interests and career aspirations. However, the factors influencing students’ choices of Minor programs remain insufficiently studied. Methodology and Methods. The study employed a quantitative research design based on an online survey aimed at examining students’ perceptions, preferences, and factors influencing the selection of Minor courses. Particular attention was paid to course choice determinants, preferred areas of study, and sources of guidance. Results. The findings indicated that students primarily consider instructor expertise, future career opportunities, expected professional benefits, personal capabilities, and the desire to acquire new knowledge when choosing Minor courses. Experienced peers, family members, and official information sources were also found to influence students’ decisions. Scientific novelty. The scientific novelty lies in identifying the key motivational, professional, and informational factors that determine students’ selection of Minor programs. Practical significance. The results can be used to improve the design, promotion, and organization of Minor programs in higher education, strengthen student guidance mechanisms, and align Minor courses with students’ needs and career expectations.

The Role of Digital Didactics in the Development of the Linguistic Personality in Primary School

2026-03-03T15:23:38+06:00

Introduction. The article considers the role of digital didactics in the formation of the language personality
of primary school students. In the context of the digital transformation of education, scientific analysis of the
possibilities of digital storytelling, gamification, interactive platforms, and multimodal learning resources
for the development of students’ vocabulary, communicative activity, and basic language skills is relevant. Methodology and methods. The study was conducted in the format of a theoretical and analytical literature review. The Scopus, Web of Science, and Google Scholar databases were used to select scientific publications. The study used comparative analysis, descriptive analysis, and content systematization methods. Results. The analysis showed that the impact of digital didactics on the language development of primary school students is manifested in several areas: increasing motivation to read, expanding vocabulary, improving pronunciation, listening, reading, and writing, personalizing learning, and providing instant feedback. Scientific novelty. The scientific novelty of the study is the comprehensive systematization of the impact of digital didactics on the formation of the linguistic personality of primary school students in the unity of digital storytelling, gamification, and neurodidactic principles. The article substantiates the role of digital tools in language education not only as a technical resource, but also as a pedagogical system that supports communicative and cognitive development. Practical significance. The results of the study are an effective methodological guide for primary school teachers, methodologists, and developers of digital educational resources.

The impact of digital media on aggressive behavior of adolescents in single-parent families

2026-04-27T15:43:53+06:00

Introduction: This article examines the impact of digital media on the aggressive behavior of adolescents raised in single-parent families. The process of digitalization in modern society directly influences adolescents’ social adaptation, value orientations, and the formation of behavioral models. In particular, the limited emotional support characteristic of single-parent family environments intensifies the influence of digital space. Methodology and Methods: The aim of the study is to identify the mechanisms through which digital media factors affect the formation of aggressive behavior among adolescents in single-parent families. The study employed theoretical analysis, comparative method, content analysis, and interpretation of empirical data. Results: The findings indicate that aggressive content in digital media, cyberbullying, violent elements in online games, and deviant narratives on social media significantly influence adolescents’ behavioral responses. Scientific Novelty: The scientific novelty of the study lies in the comprehensive analysis of the influence of digital media within the socio-psychological context of single-parent families and in the systematization of media-related factors that contribute to the formation of aggression among adolescents. Practical Significance: The results of the study may be applied in the development and implementation of pedagogical and psychological interventions aimed at preventing aggressive behavior among adolescents and improving media literacy in single-parent family contexts.