Pedagogy and Psychology

Family Emotional Interaction and Children’s Behavioral Types

Huihui Shen — 2026-09-29

This study examines family emotional interaction, which is a key environmental factor in children’s socio-emotional development and behavioral adjustment: methodology and Methods. Using stratified random sampling, we selected 600 valid samples of Chinese children aged 6-15 and their parents. We collected
data using the Strengths and Difficulties Questionnaire and behavioral indicators grounded in developmental
research on social withdrawal, attachment, and emotion socialization. We used correlation analysis and
multiple regression models to test the hypotheses. Results. Positive family emotional interaction predicts
children’s prosocial behavior and significantly and negatively predicts aggressive and withdrawn behavior; negative emotional interaction shows the opposite pattern and is significantly more strongly associated with aggressive than withdrawn behavior. Similarly, positive emotional engagement predicts prosocial behavior
significantly better than it predicts aggressive and withdrawn behavior. The interaction between gender and emotional engagement in the family is not significant, indicating that gender does not significantly moderate the relationship between emotional engagement in the family and children’s behavioral outcomes. Scientific novelty. Emotional engagement in the family shows differentiated, directional, and strong effects on children’s prosocial, aggressive, and withdrawn behavior, with no significant gender effect. These results emphasize that promoting adaptive social development should prioritize the quality of the family emotional environment and emotion socialization processes over gender differences in children - practical significance. These results can inform family counseling and parent education.

Formation of Research Culture in Future Educational Psychologists through Media Resources

Roza Ashanbayeva — 2026-09-29

Introduction. Contemporary requirements for the professional practice of educational psychologists presuppose the ability to analyse scientific information, reflectively interpret professional experience, and make evidence-based decisions grounded in verified knowledge. Media resources, which occupy a central place in the information environment of students' professional development, are examined in this study as a potential means of fostering the research culture of future educational psychologists. Methodology and Methods. A pilot survey was conducted among 41 fourth-year students enrolled in the degree programme 6B01101 Educational Psychologist, using an original questionnaire comprising four closed-ended questions. Quantitative data analysis was applied. Results. It was found that fewer than half of the respondents understand research culture as a broad professional characteristic. The overwhelming majority of students 97.6% assessed the contribution of university-level training to its development as insufficient. Media resources are perceived by students primarily as a technical tool for information retrieval, while academic databases remain the least utilised among all types of media resources. Scientific Novelty. The theoretical foundations of developing research culture in future educational psychologists through media resources have been examined. Practical Significance. The results of the pilot survey identified the baseline level of readiness among future educational psychologists to develop research culture through media resources, and may serve as an empirical basis for further research in this area.

Forming Students’ Ecological Culture Through Problem-Based Learning and a Virtual Laboratory

Albina Shalabay — 2029-09-29

Introduction. This study investigates the effectiveness of integrating problem-based learning and virtual
laboratory technologies to develop ecological culture among university students. It aims to determine whether
combining inquiry-based instructional strategies with digital simulation environments can enhance students’
ecological knowledge, critical thinking skills, environmental responsibility, and practical engagement compared with traditional teaching methods. Methodology and Methods. A quasi-experimental design was applied involving undergraduate students in biology-related programs, divided into experimental and control groups. The experimental group was taught through problem-based learning activities supported by virtual laboratory platforms, while the control group received traditional instruction. Data were collected using
diagnostic assessments, structured questionnaires, and performance-based evaluation tools to measure students’ ecological knowledge, attitudes, and behavioral readiness. Results. The results indicate that students exposed to the integrated approach demonstrated higher levels of ecological understanding, improved analytical and problem-solving abilities, increased motivation, and greater participation in environmental learning activities than those in the control group. Scientific novelty. The study proves that combining problem-based learning with virtual laboratories produces a synergistic effect that strengthens both the cognitive and practical dimensions of ecological education. Practical significance. The developed integrated instructional model offers an effective approach to fostering ecological culture in higher education and supports the preparation of environmentally responsible, sustainability-oriented future professionals.

SENSEMAKING, SENSEGIVING, AND RECTORAL LEADERSHIP: EVIDENCE FROM KAZAKHSTAN

Aida Sagintayeva — 2026-09-29

University autonomy reforms in Kazakhstan have expanded the formal authority of higher education institutions, yet public universities remain shaped by state priorities, funding rules, accountability mechanisms, and performance indicators. This article examines what this tension means for organizational change in a state-steered system with historically centralized administrative traditions: Methodology and Methods. Drawing on Kezar’s change macro framework, it uses conceptual analysis informed by a multiplecase study of three regional public universities implementing international dual degree programs. Results. The article argues that external forces should be treated as a primary domain of change, not merely as contextual background. Scientific novelty. It develops a dual sensemaking and sensegiving model of rectoral leadership, showing how university rectors interpret ministerial priorities upward and translate them downward into institutional narratives. Finally, it introduces compliant transformationalism to describe leaders who use the language of transformation while operating within constrained autonomy - practical significance. The article contributes to scholarship on higher education change, leadership, and governance.

Teaching Artificial Intelligence in Primary School: An Example-Based Approach Using ML for Kids and Scratch

Zhanara Spabekova — 2026-09-29

Introduction. The study addresses the challenge of integrating foundational artificial intelligence (AI) and
machine learning concepts into primary education to foster early algorithmic thinking and digital literacy:
methodology and Methods. The study used a mixed-methods design, combining document analysis of the
national draft curriculum with an experimental intervention involving 21 second-grade students using ML for Kids and Scratch. Additionally, the study administered a diagnostic survey to 44 in-service Informatics teachers. Results. A five-stage integration model was established. Practical acoustic model training improved students’ conceptual understanding of machine learning and increased their motivation to learn. Teachers showed strong interest in AI education (88.4%), and demand for specialized training courses was substantial (54.5%). Scientific novelty. The study validates a constructivist, block-based instructional pipeline linking supervised machine learning tools with visual block programming tailored to primary school standards - practical significance. The proposed framework and instructional scenarios offer direct guidelines for educators and curriculum designers implementing applied AI literacy in primary classrooms.

Traditional Textbook or AI Tools: Factors in Students’ Choice of Educational Tool in Learning Chinese as a Foreign Language

Khassanova Khassanova — 2026-09-29

Introduction. The article examines the role of generative AI tools in teaching students studying Chinese as a foreign language. The purpose of the study is to identify the factors determining students' choice between a traditional textbook and AI tools when learning Chinese. Methodology and Methods. A pilot closed-ended survey of students (n=26) was conducted regarding their preferred means of studying Chinese as a foreign language. Results. AI tools are preferred by 50.0% of respondents, another 26.9% use them on par with a textbook; only 7.7% chose the textbook alone. AI is most in demand for conversational practice (73.1%) and checking assignments (61.5%), and least in demand for explaining grammar (23.1%); not a single respondent completely rejected AI. The factors determining choice were identified as speed of obtaining an answer (57.1%) and constant availability (21.4%); content- and methodology-related factors together accounted for 14.3%. Scientific novelty. The factors determining students' choice between a traditional textbook and generative AI tools when learning Chinese as a foreign language have been identified. Practical significance. The results of the study show in which types of learning activities students most actively use generative AI tools, which makes it possible to more reasonably distribute functions between the traditional textbook and AI when organizing instruction.

Effectiveness of an Integrative Model for Developing Soft Skills: an experimental study in general education institutions

Kamalbek Berkimbayev — 2026-09-29

In the contemporary education system, the acquisition of subject-specific knowledge alone is no longer sufficient; therefore, developing students’ soft skills, including communication, teamwork, critical thinking, self-management, and learning motivation, has become an important educational priority. In general education institutions in particular, there is an increasing need to provide a scientific basis for pedagogical models aimed at the systematic and purposeful development of these skills. In this regard, the relevance of the present study is determined by the need to experimentally evaluate the effectiveness of an integrative model for developing soft skills. Methodology and Methods.The aim of this study was to develop an integrative model for fostering soft skills in general education institutions, implement it in the teaching and educational process, and experimentally assess its impact on students’ personal, social, and cognitive development. Results. The study was conducted through a pedagogical experiment using a mixed-methods approach that combined quantitative and qualitative research methods. Questionnaires, tests, pedagogical observations, and interviews were employed for data collection. An analytical framework for assessing soft skills was developed, and the collected data were processed using the Jamovi statistical software. A total of 238 students participated in the study and were divided into experimental and control groups. The experiment was conducted in several general education institutions in the Turkistan region. Scientific novelty. The findings demonstrated that implementing the integrative model significantly improved the levels of communication, teamwork, self-management, learning motivation, and cognitive soft skills among students in the experimental group compared with those in the control group (p < 0.001). In addition, modular training programmes for teachers, professional experience-sharing activities, and webinars for parents contributed to improving the effectiveness of the educational process. Practical significance. The study findings support the integrative model for developing soft skills as an effective pedagogical solution that can be implemented in the practice of general education institutions.

Developing the Research Skills of Future Primary School Teachers through STEM: An Empirical Evaluation

Aigul Alibayeva — 2026-09-29

Introduction. Pre-service primary school teachers are expected to work with evidence, classroom problems,
and small-scale inquiries, rather than relying solely on ready-made pedagogical knowledge. The present
study examines how a voluntary extracurricular program grounded in science, technology, engineering, and
mathematics (STEM) supports the development of research skills among prospective primary school teachers. Materials and Methods. The study used a quasi-experimental pre-test and post-test design. The program took place outside regular classroom hours and included inquiry-oriented tasks, project work, collaborative problemsolving, evidence analysis, presentation of findings, and guided reflection. The assessment of students’ research skills used an adapted questionnaire focused on critical thinking, the application of research methods, and reflection. Results. The findings demonstrated positive changes in students’ general research skills and in the main components of research activity. Scientific novelty. The study shows that science, technology, engineering, and mathematics can serve not only as interdisciplinary learning tools but also as a pedagogical environment for building a research culture in teacher education. Practical significance. The proposed program could help teacher education institutions improve students’ preparedness for inquiry-based and project-oriented professional practice.

Socio-Cognitive Factors of Future Teachers’ Personal Growth in the Cross-Cultural Context of Kazakhstan and China

Фан Юйци — 2026-09-29

Introduction. The study examines socio-cognitive factors associated with the personal growth of preservice
teachers in the cross-cultural educational contexts of Kazakhstan and China. The research focuses on
metacognitive regulation, emotional intelligence, empathy, and intercultural awareness as dimensions relevant to personal and professional development. Methodology and methods. A comparative mixed-methods design was used with 210 pre-service teachers, including 105 participants from Kazakhstan and 105 from China. Quantitative data were collected through a five-point Likert-scale questionnaire and analyzed using descriptive statistics, independent-samples t-tests, Pearson’s correlation, and multiple regression. Qualitative data were obtained through semi-structured interviews with 20 participants and reflective journals and were examined using thematic analysis. Results. Kazakhstani participants demonstrated higher mean scores in metacognitive regulation, whereas Chinese participants demonstrated higher empathy scores. The regression analysis indicated that the examined socio-cognitive variables explained 46% of the variance in personal growth indicators in the Kazakhstani group and 44% in the Chinese group. Intercultural learning experiences were associated with adaptability, self-awareness, and professional identity development in both groups. Scientific novelty. The study develops an integrative conceptual model linking socio-cognitive factors with reflection, empathy, intercultural interaction, and personal growth in cross-cultural teacher education. Practical significance. The findings provide a basis for incorporating reflective learning, intercultural activities, and socio-emotional components into teacher education programs and international collaboration.

Exploring Factors Influencing the Development of Students’ Reflective Skills in Artificial Intelligence-Supported Learning

Nóra Veronika Németh — 2026-09-29

Introduction. The article examines the factors influencing students’ reflective skills in AI-based learning in higher education. Artificial intelligence (AI) has become an important component of the digital transformation of
education, providing opportunities to enhance efficiency, accessibility, and flexibility of learning. In this context,
the development of students’ reflective and metacognitive skills has become an increasingly important research area. The study aimed to identify key factors associated with students’ reflective skills in AI-based learning environments and to empirically examine the relationships among these factors. Methodology and Methods. The study employed quantitative research design and Partial Least Squares Structural Equation Modeling (PLSSEM). The sample comprised 234 students from Abai Kazakh National Pedagogical University and Kazakh National Women’s Teacher Training University. The model included four factors: perceived usefulness of AI, perceived ease of use, AI usage, and AI feedback. The results revealed a weak positive relationship between
perceived usefulness of AI and students’ reflective skills, while perceived ease of use, AI usage, and AI feedback
demonstrated weak negative relationships. These findings indicate that AI use alone does not ensure the
development of students’ reflective thinking. Effective integration of AI into higher education should therefore
be supported by reflective tasks, critical thinking activities, and metacognitive strategies. Scientific novelty.
The study empirically examines the relationships between AI-related learning factors and students’ reflective skills, demonstrating the limited explanatory value of technology use alone and highlighting the importance of pedagogical and metacognitive conditions. Practical significance. The findings support the integration of reflective tasks, critical thinking, self-assessment, and metacognitive activities into AI-supported learning environments. The study provides a basis for developing pedagogically grounded approaches to the effective integration of AI technologies in higher education.

Development of an Inclusive Education Ecosystem Based on the Adapted Future Classroom Lab Model

Laura Shalabayeva — 2026-09-29

The article discusses the problem of forming an effective ecosystem of inclusive education in the system of training future teachers. The purpose of the study is to scientifically substantiate the possibilities of developing inclusive competencies of future teachers by adapting the Future Classroom Lab (FCL) model to the conditions of higher pedagogical education. Results. It has been established that the implementation of the FCL model allows for the organization of inclusive education not as a set of individual methods, but as a holistic ecosystem whose pedagogical, spatial, and technological components are interconnected. Future teachers have systematically developed their skills in diagnostic and evaluative, didactic adaptation, and inclusive assessment. TEIP results in quantitative indicators have grown significantly: confidence in inclusive education increased from 2.8 to 3.9, task adaptation from 2.6 to 3.8, behavior management from 2.7 to 3.7. Class indicators also improved (there was an increase in the criteria of emotional support, process organization, cognitive stimulation). According to SACERS, the overall average assessment of the learning environment was recorded at a high level, which ensured the availability and safety of premises, flexibility of zones and inclusive adaptation. Scientific novelty. The scientific novelty of the study lies in the adaptation of the Future Classroom Lab model to the context of higher pedagogical education and the justification of inclusive training at the university-future teacher level using an ecosystem approach. Practical significance. The results of the study provide a clear methodological basis for training future teachers in universities to work in an inclusive environment based on experience. The FCL ecosystem allows for the reorganization of the learning space, the development of adapted educational materials, the creation of a safe psychosocial environment, and the implementation of inclusive approaches to assessment.

Psychological and Pedagogical Significance of Factors Influencing Self-Esteem of Students

Zakhida Makhametova — 2026-09-29

In contemporary education, self-esteem is widely recognized as an important psychological and pedagogical factor associated with students’ academic functioning, learning motivation, and social adaptation. As a multifaceted component of self-consciousness, self-esteem functions as an internal regulatory mechanism
shaping emotional stability, goal-setting processes, and self-regulated learning behaviors. From this perspective,
self-assessment contributes to learners’ ability to critically evaluate and manage their educational outcomes, thereby supporting the development of autonomous and reflective individuals within modern educational systems. Methodology and Methods. The study employed a quantitative, cross-sectional correlational design. The participants were 171 first- to fourth-year students aged 19–22 years who were enrolled in pedagogy and psychology programs at two universities in Kazakhstan. Self-esteem was assessed using the Rosenberg Self-Esteem Scale, while psychological well-being was measured using the shortened SPWB-18 scale. Social comparison and problematic digital use were examined through a separate set of questions. The data were analyzed using descriptive statistics and Pearson correlation analysis. Results. Most participants demonstrated medium (43.9%) or high (42.1%) levels of self-esteem, while 14.0% were classified as having a low level. Selfesteem was positively associated with psychological well-being (r = .52) and negatively associated with social comparison (r = −.46) and problematic digital use (r = −.41). Social comparison was also negatively associated with psychological well-being (r = −.39), whereas problematic digital use showed a negative association with psychological well-being (r = −.44). Scientific novelty. The study provides empirical evidence on the relationships between self-esteem, psychological well-being, social comparison, and problematic digital use among university students in Kazakhstan. By examining these variables within the same student sample, the findings contribute to a more integrated understanding of the psychological and digital factors associated with students’ self-esteem. Practical significance. The findings may be useful in developing psychological and pedagogical support practices for university students, particularly those aimed at strengthening reflective skills, promoting responsible digital behavior, and supporting psychological well-being.

Reflective Skills of Future Primary School Teachers in Inclusive Education: A Structural-Functional Model

venera mussina — 2026-09-29

Introduction. The article addresses the need to develop reflective skills in prospective primary school teachers, driven by the shift from formal integration to genuine inclusion. The study aims to provide a theoretical rationale and develop a structural-functional model for developing reflective skills in prospective primary school teachers in an inclusive context: methodology and methods. The study uses analysis, synthesis, generalization, and modeling, drawing on personality-oriented, activity-based, and systemic approaches. Reflective skills are conceptualized as an integrative professional-personal quality that enables the teacher to analyze and transform their own practice within the inclusive process. Results. A structural-functional model has been developed that integrates target, content (motivational-value, cognitive, and activity components), procedural (stages, methods, forms), and outcome-evaluative (criteria and levels) components. The study identified the pedagogical conditions for developing reflective skills. Scientific novelty. The model orients professional training toward reflective skills as a mechanism for the transition from emotionally reactive responding to well-grounded pedagogical decision-making, and from formal integration to genuine inclusion - practical significance. The model can be implemented in teacher education, including through an elective course that ensures prospective primary school teachers purposefully develop reflective skills.