Pedagogy and Psychology

Professional Competence as an Object of Research in Higher Education: A Systematic Review

2025-10-05T16:16:31+06:00

This article synthesizes national and international research on professional competence in a
master’s degree in higher education. The review addressed three questions: how professional competence is defined in recent literature, which constituent components are most frequently posited, and which assessment approaches are employed at universities: methodology and Methods. A structured search covering 2015-2025 was conducted with three sources. Inclusion criteria are peer-reviewed research that explicitly state a
definition of professional competence, describe its structural components, and report assessment methods or instruments. Results. Reported assessment practices typically combine practice-based tasks, mentor or supervisor observations, and employer feedback, often supported by rubrics or checklists. Research frequently links measured competence to academic achievement, practicum results, and early employment outcomes. A recurrent problem noted is misalignment between graduates’ competencies and labor-market needs; many institutions report adopting strategies to reinforce competence development and graduate employability, with outcomes varying by the strength of internal innovation and collaboration. Scientific Novelty. The review consolidates a dispersed body of national and international sources into a coherent frame. The study also provides transparent eligibility criteria and flow for included literature, enabling reproducibility. Practical Significance. Across the included research, operational definitions of competence anchored in observable performance and explicit levels make goals and criteria clearer and testable. Aligning competence development with labor-market expectations through employer collaboration and supervised practicum links measured competence to concrete outcomes. Several research reports associations with course achievement, practicum ratings, and early employment. These effects recur in different institutional and disciplinary settings, underscoring the applied value of the documented approaches.

The Preparing Teachers to Work in an Inclusive Environment within the Framework of the Concept of “Laboratory of the Future in the Classroom”

2025-08-22T11:37:34+06:00

The article addresses the issue of preparing future teachers for work in an inclusive educational
environment based on the concept of the “Future Classroom Lab.” The purpose of the study is to demonstrate
the potential of training future teachers for an inclusive environment through the implementation of the Future
Classroom Lab concept: methodology and Methods. During the research, a pedagogical experiment was
conducted involving students majoring in education. As part of the experiment, a survey was administered
to assess the participants’ knowledge, understanding of inclusive education, and potential challenges in
implementing inclusive practices in their future professional activities. Before the survey, students were provided
with information on the principles of inclusive education and the essence of the Future Classroom Lab concept.
Results. The results revealed that future teachers possess a general understanding of inclusive education. The
vast majority recognize the importance of inclusive education principles and acknowledge that mastering them
has a significant impact on their future professional practice. The Future Classroom Lab concept proved to be
highly effective in fostering a high-quality, inclusive educational environment, as well as in developing key
competencies such as critical thinking, empathy, tolerance, and quantitative competence among future teachers.
The findings of the survey confirm that the Future Classroom Lab concept plays an important role in creating a
quality, inclusive educational environment and has a direct influence on the formation of essential professional
competencies in future teachers. Scientific novelty. The scientific novelty of the study lies in demonstrating that
training future teachers within the framework of the Future Classroom Lab concept contributes to the creation of
an accessible and high-quality educational environment and enhances the implementation of inclusive education
principles. Practical significance. The practical significance of the study is that its results can be applied to
improve the methodological preparation of future teachers in the process of professional training.

A Model for the Formation of a Digital Culture of Future Teachers of Preschool Education Based on Neurotechnologies

2025-10-23T18:02:14+06:00

The article addresses the problem of qualitatively updating the methodological and technological
substantiation of the system of preschool education, determined by the contemporary stage of global digital
transformation. The purpose of the study is to identify the theoretical and methodological foundations and develop
a structurally-functional model for the formation of the digital culture of future teachers of preschool education
that ensures the development of neuropsychological indicators of cognitive activity: methodology and Methods.
The methodological foundation of the study rests upon theoretical modelling, general didactic methods, and
integrated interdisciplinary research. The work employs a four-component structural model of the formation of
digital culture within the pedagogical process, integrating cognitive, structural, competency-theoretical, activity
theoretical, operational, and reflective-analytical modules. Results. The research has elaborated a structurally
functional model that integrates neuropsychological indicators into the process of professional training, thereby
ensuring the development of psychological readiness for the commencement of pedagogical activity at a new
level of professional competence development. Scientific Novelty. The key distinctive feature of the elaborated
model resides in the integration of neuropsychological processes into the conditions of digital competence
formation, ensuring the manifestation of professionally significant personal characteristics and the effectiveness
of the professional training of future teachers of preschool education. Practical Significance. The proposed model
enables the acquisition of contemporary professional pedagogical knowledge and facilitates the formation of
digital culture, thereby contributing to the enhancement of professional pedagogical training and the preparation
of future pedagogical professionals.

Formation of Research Competencies of Future Educational Psychologists in the Digital Educational Environment of the University

2025-11-15T14:57:28+06:00

The article addresses the problem of forming research competencies among future educational psychologists in the context of digital transformation of higher education. The authors substantiate the relevance of developing research competencies as a key component of professional preparation, which encompasses not
only methodological knowledge but also practical skills, analytical abilities, and personal qualities necessary for
reflective professional practice in contemporary educational environments: methodology and Methods. Empirical data were collected through a questionnaire survey using closed-type instruments. The questionnaire included 5 thematic blocks. The research sample was formed using purposive sampling and comprised 41 respondents. Results. The findings demonstrate that the digital educational environment, when appropriately utilized through grounded pedagogical methodology, creates unprecedented opportunities for developing research competencies. The research reveals that structured integration of research methodology content with digital tools and authentic psycho-pedagogical projects facilitates more effective competency formation. Analysis of the institutional conditions indicates that seven principal characteristics significantly influence the formation of research competencies. Scientific Novelty. The study presents empirical evidence that the distinctive features of digital educational environments, particularly networked collaboration, sophisticated analytical tools, and authentic project implementation, fundamentally transform the conditions for developing research competencies among future educational psychologists and contribute to overcoming problem areas in their professional preparation. Practical Significance. The comprehensive approach proposed in the article, integrating reconceptualization of professional preparation content with strategic utilization of digital tools and creation of supportive pedagogical conditions, provides practical guidelines for higher educational institutions implementing research competency development programs for educational psychology students.

The Developing Educational Competencies of Future Psychologist-Teachers with SACERS Scale

2025-10-28T15:45:48+06:00

The research explores the potential of integrating the School-Age Care Environment Rating
Scale (SACERS) into pre-service teacher education programmes to enhance future psychologist-teacher
competencies in diagnostic evaluation, monitoring, instructional practice, and professional development:
methodology and Methods. A mixed method approach was adopted, involving 110 undergraduate students
assigned to either an experimental group (n=50) or a control group (n=60). Approximately four weeks later,
the experimental group conducted guided assessments of authentic educational settings using the SACERS
scale, while the control group followed traditional curricula without exposure to practical evaluation activities.
Results. SACERS-based training significantly improved students’ competencies in diagnosing and evaluating the
school environment. Scientific Novelty. This research demonstrates that validated instruments like SACERS are
effective tools in teacher education, supporting the development of professional competencies and encouraging
reflective teaching practices. Practical Significance. The approach offers a measurable model for embedding
environmental assessment in teacher training, fostering reflective and analytical skills aligned with national and
international standards.

Developing Reflexive Skills in Future Social Educators for Enhancing Their Acmeological Competence

2025-07-30T00:22:44+06:00

This paper examines the level of reflexive skills among prospective social educators as a
foundation for developing acmeological competence. Acmeological competence is essential in the training
of social educators, as it enhances their professional competitiveness and effectiveness. This study aimed to
explore the significance of reflective skills in the development of acmeological competence among future social
educators, as well as to assess the current level of their reflective skill formation. Methodology and Methods.
To achieve this, the authors conducted a theoretical analysis of existing literature and utilized a survey method
to gather data from prospective social educators. Results. The findings indicate that while the respondents
demonstrate an awareness of their strengths and weaknesses, there remains a need for further development in
areas such as critical thinking, value awareness, and other key reflective dimensions. Scientific novelty. The study
highlights the necessity of designing and implementing specialized techniques or training programs to foster
reflective abilities within the educational process for social educators. To achieve higher levels of professional
accomplishment, social educators must be able to adjust their behavior, clearly understand their goals, and
evaluate their outcomes. Practical significance. Without well-developed abilities in self-awareness and self
understanding, the growth of their professional identity and expertise becomes unattainable.

The Content and Pedagogical Potential of Project-Based Learning in the Training of Special Education Teachers

2025-07-01T20:24:52+06:00

The study aims to analyze the content and pedagogical potential of project-based learning in
the training of specialists in the field of special education. Project-based learning is recognized as an effective
method that fosters the development of professional competencies in future teachers: Methodology and Methods.
The research employed both qualitative and quantitative methods, including analysis of scientific publications,
surveys among students and teachers, and observation of the educational process. The study was conducted
at South Kazakhstan State Pedagogical University. Results. The findings revealed that project-based learning
enhances students’ deep understanding of the material, promotes critical thinking, and strengthens teamwork
skills. It also positively influences learning motivation and readiness for professional practice, allowing for the
integration of theoretical knowledge and practical skills. Scientific novelty. The research substantiates the role of
project-based learning as an innovative teaching method with significant potential in special education teacher
training, emphasizing its contribution to professional competency formation. Practical significance. The results
can be applied in developing new curricula and teaching strategies aimed at improving the quality of teacher
training for working with children with special educational needs.

Harnessing the Potential of AI Technologies in the National Educational Assessments in Kazakhstan

2025-11-19T15:05:23+06:00

Artificial intelligence (AI) is being rapidly adopted in education, including the evaluation of
student performance and the assessment of teacher professional capabilities. The following presents a discussion
of AI’s potential applications in each stage of Kazakhstan’s national educational assessments, from test item
development to piloting, adaptive administration, automated scoring, and results interpretation. Methodology
and Methods: A literature review of academic reports and practical applications reveals that AI has significant
potential to enhance the efficiency, objectivity, and analytical depth of assessments. Results: These AI solutions
enable the development of multi-modal tasks, the identification and addressing of anomalies in piloting, intelligent
proctoring during administration, transparent scoring of open-ended responses, and deep learning analytics.
At the same time, challenges related to algorithmic bias, data privacy, ethical responsibility, and algorithmic
reliability must be addressed to deploy AI successfully. Scientific Novelty: This study presents one of the first
systematic analyses regarding how AI can be integrated into all stages of Kazakhstan’s national assessment cycle
and offers a unified conceptual model linking multimodal task development with adaptive delivery, automated
scoring, and deep-learning-based diagnostic analytics. Practical Significance: It also recognizes the need to
upgrade infrastructure, create regulations, train workers, and introduce robust quality assurance systems. When
used systematically and progressively, AI can help make assessments more transparent, equitable, and efficient.
This would turn extensive evaluation into a flexible instrument for enhancing instruction and learning.

Integrating STEM Education Methods into Biotechnology Teaching

2025-09-21T10:51:10+06:00

This study examines the effectiveness of integrating STEM-based interdisciplinary teaching
methods into biotechnology education, with a focus on enhancing student engagement, motivation, and
conceptual understanding. A pedagogical experiment was conducted among third-year biology students divided
into control and experimental groups. The experimental group was taught through STEM-integrated modules
combining theoretical content with laboratory-based tasks, including the analysis of fungi infecting Daucus
carota L. and pectin extraction from Shantane and Alau carrot varieties. Data collection included pre- and post
tests, classroom observations, and student feedback surveys, supported by multimedia tools and collaborative
instructional techniques. Results. Findings demonstrated that STEM-integrated lessons significantly improved
students’ motivation, critical thinking, participation, and academic performance compared to traditional
instruction. Students in the experimental group showed deeper conceptual understanding and increased confidence
in applying scientific knowledge to real-world contexts. Scientific novelty. The study provides empirical
evidence on the effectiveness of a newly developed interdisciplinary STEM module specifically designed for
biotechnology topics, demonstrating its capacity to enhance 21st-century skills and practical competencies.
Practical significance. The proposed STEM-based instructional approach and educational materials can be
incorporated into higher education curricula to modernize biotechnology teaching, support interdisciplinary
learning, and strengthen students’ readiness for scientific research and professional practice.

Mechanisms for Building Empathy and Non-Violent Communication as a Factor in Bullying Prevention

2025-05-07T01:24:06+06:00

The article explores the role of empathy and non-violent communication as effective tools
for preventing bullying in the educational environment. Key theoretical perspectives on these phenomena and
their relation to school bullying are examined. Methodology and Methods. To test the proposed hypothesis, a
combination of qualitative and quantitative methods was applied, including testing, focus group interviews,
surveys, and a pedagogical experiment involving control and experimental groups. Results. The analysis revealed
that the level of empathy tends to increase with age, while students who experienced bullying demonstrate lower
communicative competence, reduced self-esteem, and inadequate self-reflection. A significant correlation was
found between empathy, communication skills, and the tendency to adopt aggressive behavior patterns. The
pedagogical experiment confirmed the effectiveness of the proposed mechanisms: in the experimental group,
the frequency of bullying decreased, and higher levels of empathy and non-violent communication skills were
observed. Scientific novelty. For the first time, the study substantiates the complex role of empathy and non
violent communication as interrelated factors in bullying prevention. Practical significance. The findings can
be applied in educational programs aimed at developing non-violent interaction, enhancing psychological
resilience, and fostering a safer and healthier school climate.

The Potential of ABA Therapy in Supporting the Development and Correction of Children with Special Educational Needs in Kazakhstan

2025-05-28T15:33:25+06:00

This study addresses the potential of Applied Behavior Analysis (ABA) therapy as a
developmental and corrective support tool for children with special educational needs (SEN) in Kazakhstan.
While ABA has been widely studied internationally, its application within Kazakhstan’s inclusive education
framework remains limited, creating a gap between global scientific evidence and national practice: methodology
and Methods. The research employed a theoretical-methodological review, analyzing international behavioral
science literature and Kazakhstan’s national classification of SEN learners. Sources were selected to evaluate
how ABA principles can be adapted for three SEN groups: children with psychophysical impairments, children
with specific learning difficulties and behavioral-emotional problems, and children experiencing socio-cultural,
linguistic, or economic barriers. Results. The review established that ABA has a strong evidence base in autism,
intellectual disabilities, and behavior regulation, while also demonstrating promising applications in speech
and motor impairments, learning disorders, and culturally diverse populations. Despite this relevance, ABA
remains underutilized in Kazakhstan due to limited professional training, insufficient contextual adaptation,
and misconceptions about its scope beyond autism. Scientific novelty. The study contributes to the expansion of
ABA knowledge by contextualizing it within Kazakhstan’s SEN classification system and inclusive education
agenda. It extends the global discourse by demonstrating ABA’s applicability not only as a clinical intervention
but also as a pedagogical framework adaptable to diverse learner needs. Practical significance. The findings
underscore the necessity of localized ABA models, culturally responsive implementation, and integration of
behavioral strategies into teacher training programs. This approach can strengthen inclusive practices and
improve developmental and learning outcomes for children with SEN in Kazakhstan.

AI-Driven Digital Transformation of the Inductive Approach to Foreign Language Grammar Teaching

2025-10-08T15:55:08+06:00

The article addresses the problem of effective grammar acquisition in foreign language
instruction through the inductive method supported by artificial intelligence (AI) technologies. The authors
justify the relevance of studying inductive grammar learning in the context of digital transformation, where
AI tools enhance learner autonomy, motivation, and analytical engagement. The development of grammatical
competence is considered a key component of communicative proficiency in the modern multilingual educational
environment. Methodology and Methods. The study was conducted during the fall semester of 2025 at the
Faculty of World Languages, Tashenev University. A total of 102 undergraduate students majoring in English
participated in the experiment. Students were divided into control and experimental groups. The experimental
group received inductive grammar instruction supported by AI tools such as Chat GPT and Microsoft Copilot,
while the control group followed traditional inductive methods without digital assistance. Quantitative methods
were used, including pre-test and post-test assessments of grammatical competence and motivation, as well
as a questionnaire survey based on a 5-point Likert scale. Instructor observations were also recorded to assess
engagement and interaction quality. Results. The study revealed that the use of AI-supported inductive instruction
led to a significant improvement in learners’ understanding of grammatical structures, increased motivation, and
enhanced cognitive involvement. Students in the experimental group demonstrated higher performance and deeper
rule internalization compared to the control group. Scientific novelty. The research provides empirical evidence
that the integration of AI technologies into inductive grammar instruction fosters autonomous learning, supports
hypothesis testing, and improves grammatical competence in foreign language education. Practical significance.
The findings can be applied in school and university language programs to enhance grammar teaching through
AI-assisted inductive methods. The study offers methodological recommendations for implementing adaptive
digital environments that promote learner-centered grammar discovery.

Innovative Approaches to the Development of Reading Literacy in Primary School Students

2025-10-31T22:08:59+06:00

The article examines the problem of developing reading literacy among primary school students
in the context of increasing information flows and the shift to competency-based education; the relevance
is justified by the need to enhance students’ ability to understand, interpret, and apply written information.
Methodology and Methods. A mixed-methods approach was used, including an online survey “A Reading
Nation!” among 130 students in Grades 3 to 4, diagnostic tasks, and document analysis; quantitative data were
analyzed through frequency and percentage distribution, while qualitative responses were processed using content
analysis. Results. The study showed that most students are interested in reading, although regular reading habits
are not fully formed; fairy tales and adventure stories dominate preferences, family support strongly influences
motivation and comprehension, while limited access to modern books and insufficient school-based initiatives
remain barriers. Scientific novelty. The study provides new empirical evidence on the relationship between
reading motivation, family reading practices, and the development of functional reading literacy in the early
school years. Practical significance. The findings can guide the development of reading programs, strengthen
school–family cooperation, and support strategies aimed at improving reading motivation and comprehension
skills, contributing to the overall quality of primary education.

Pedagogical feasibility of the Systemic-Structural Approach in Ecological-Chemical Education

2025-08-08T11:30:54+06:00

The study explores the concept of pedagogical expediency as a system-forming criterion of
sustainable didactics, addressing the need for a new educational paradigm in the context of global ecological
and cognitive challenges. Traditional linear didactics is shown to lose semantic relevance under conditions
of ecological crisis, cognitive overload, and transformation of human subjectivity. Methodology. Within the
framework of Systemic-Structural Didactics (SSD), a multi-level model of pedagogical expediency was
developed, encompassing biophysiological, psychological, social, and ecosystemic levels. The study applies
structural modeling, content analysis, and interdisciplinary synthesis to design diagnostic and developmental
tools for ecological-chemical education (ECE). Results. The research formalizes the SSD architecture, which
includes ontological, functional, and operational contours, ensuring systemic alignment of educational values,
content, and methods. The proposed matrix of correspondence between levels of expediency supports the design
of sustainable learning processes. The model of ecological metacompetence (EMC) is presented as an integrative
educational outcome that unites cognitive, ethical, behavioral, and adaptive dimensions. Scientific novelty. The
study introduces and substantiates the concept of ecological metacompetence and integrates it into the SSD
framework as a key indicator of sustainable and ethically grounded learning. The transition from a utilitarian to
an ontological logic of pedagogical activity is theoretically justified. Practical significance. The proposed SSD
based model can be applied in the design and evaluation of interdisciplinary courses, particularly in ecological
and chemical education, ensuring coherence between knowledge acquisition, ethical reasoning, and sustainable
behavior.