Pedagogy and Psychology

Approaches to Developing Media Literacy in Parents of Children with Digital Autism

2025-12-15T11:58:52+06:00

Introduction. The study examines approaches to developing media literacy among parents of young children, focusing on families raising children with autism spectrum disorder (ASD) or autism-like symptoms associated with excessive passive screen exposure. The purpose was to assess baseline parental media literacy and mediation practices and to evaluate a short, culturally adapted media-education programme in Kazakhstan. Methodology and Methods. A quantitative quasi-experimental pretest–posttest design with a comparison group was applied. The sample included 56 parents of children aged 3–8 years, sampled through preschools, primary schools, and psychological–pedagogical centres. Media literacy was measured with a composite questionnaire, and mediation patterns and behaviours were also assessed. The intervention comprised four weekly group sessions with home
tasks. Data were analysed using descriptive statistics, t-tests, chi-square tests, and Cohen’s d; ethics included
informed consent, voluntary participation, and confidentiality. Results. Baseline media literacy was medium, with a gap between technical skills and critical components. Parents of children with “digital autism” more often used screens for calming and less frequently practiced co-viewing. After the programme, the experimental group increased the media literacy index and shifted toward active/enabling mediation. Scientific novelty. This study reveals the structure of parental media literacy in early childhood and links it to mediation patterns in families raising children with autism spectrum disorders/”digital autism.” Practical implications. Practical significance. The programme may be used as a modular parent-training component in preschool, inclusive education, and counselling services to reduce reliance on screens as a “digital pacifier” and to strengthen reflective mediation.

Pedagogical Interpretation of Entrepreneurial Thinking in High School Students: Structure and Indicators

2026-01-23T19:44:26+06:00

Introduction. In the context of general secondary education modernization and the growing importance of socially oriented competencies, the issue of pedagogical support for entrepreneurial thinking formation in high
school students becomes particularly relevant. Pedagogical science lacks clarity in interpreting this phenomenon as a pedagogical category, complicating its purposeful development and diagnosis. Methodology and Methods. The study employs theoretical analysis, comparative analysis, systematization, and generalization of domestic and international scholarly approaches to the conceptualization of entrepreneurial thinking as a pedagogical category. Results. The results define entrepreneurial thinking as a complex integrative personal characteristic encompassing motivational value, cognitive, activity-based, and reflective components that ensure student capacity for independent goal setting, proactive participation in educational and project-based activities, strategy selection, and self-evaluation. The esults clarify essential characteristics of the phenomenon and identify structural components accompanied by corresponding developmental indicators. Scientific Novelty. A pedagogically grounded interpretation of entrepreneurial thinking as a distinct pedagogical category has been substantiated, and a structural model with corresponding diagnostic indicators has been developed and theoretically validated. Practical Significance. The identified patterns can be applied in organizing the educational process aimed at developing entrepreneurial thinking in high school students and in designing diagnostic tools for assessing its formation level.

Development of National Consciousness of Students by Means of Kazakh Drama: A Pedagogical Experience

2026-01-29T19:35:43+06:00

Introduction. National values constitute the foundation of the spiritual and moral development of the younger
generation. In the context of globalization, the problem of forming students’ national identity through Kazakh
drama in literature reading lessons becomes increasingly relevant. Methodology and Methods. A pedagogical
experiment was conducted with control and experimental groups of eighth-grade students. The experimental group was taught using drama-pedagogical methods: analysis of dramatic works, dramatization of dialogues, creative assignments, and group discussions. The control group followed traditional teaching methods. Quantitative data, including tests and assessment tasks, and qualitative data, including group discussions, dramatizations, and reflective notes, were collected and analyzed using statistical methods and thematic coding. Results. The experimental group demonstrated a substantial improvement in performance compared to the control group. Students in the experimental group developed a deeper understanding of the characters, were able to articulate patriotic principles more effectively, and established meaningful connections between national values and their personal experiences. In addition, student engagement increased considerably in the experimental group, while only a modest improvement was observed in the control group. Scientific Novelty. It has been established that the integration of drama-pedagogical methods transforms the traditional teaching model into a holistic cycle of “reading-experiencing-expressing-analyzing”. It has been proven that Kazakh drama functions as an integrative tool for forming national consciousness, cultural identity, and patriotic feelings while simultaneously developing students’ creative thinking and analytical abilities. Practical Significance. The developed methodology provides practical recommendations for implementing national dramatic works into the literature reading curriculum. Structured lesson plans using dramatization, role-playing, and group discussions significantly deepen understanding of the national idea and increase interest in cultural values.