Pedagogy and Psychology

Measuring the Professional Competencies of Future Teachers

Zhaniya Tasbulatova , Ainash Davletova, Olga Aigunova , Orazbayeva Kuldarkhan — Mon, 29 Sep 2025 00:00:00 +0600

The article is aimed at studying the problem of measuring and evaluating teachers’ professional
competencies, which is related to updating the content of education and the need to ensure high-quality training for future teachers. Methodology and methods. As part of the study, a detailed analysis of regulatory documents and relevant scientific publications on this topic was carried out. Based on the professional standard of teachers, a diagnostic methodology has been developed aimed at assessing professional competencies. Results. The analysis showed that the majority of teachers demonstrate an average level of competence formation in such areas as pedagogical values, professional knowledge, pedagogical practice and professional development. At the same time, a high level of competence is distinguished by the following criteria: pedagogical orientation and responsibility; knowledge of the subject and teaching methods; awareness of the age characteristics of children and their motivation; skills in planning the educational process; as well as the ability to project personal professional growth and leadership development. Some problem areas requiring attention were also identified, including low proactivity and innovation in learning, difficulties in risk management, lack of knowledge in creating an inclusive educational environment, as well as weak teaching skills in multilingual classrooms and ensuring security in the digital space. Scientific novelty. This study helps to understand the specifics of the formation and measurement of professional competencies in the process of training future teachers. As a result
of the work, the author’s diagnostic method was developed and tested, which allows an objective assessment of the level of competence among students of pedagogical fields. Practical significance. The presented approach can be implemented in practical activities for monitoring and evaluating the quality of vocational education. The obtained results and conclusions of the study can become the basis for the development of educational programs and advanced training courses for teachers aimed at the effective development and strengthening of their professional competencies.

Formation of Information Competence in Future Teachers based on the Integration of Artificial Intelligence Technologies in Education

Sergey Trapitsyn, AINUR TURSYNBAEVA — Mon, 29 Sep 2025 00:00:00 +0600

The modern education system is undergoing a period of fundamental transformations driven by the rapid development of digital technologies and the widespread integration of artificial intelligence into educational practice. Traditional approaches to developing teachers’ information competence, based on mastering basic computer skills, prove insufficient for preparing specialists to work in the context of intelligent technology development. The integration of AI technologies in education actualizes the need to reconceptualize the content and structure of teachers’ information competence, incorporating new components related to understanding the principles of intelligent systems operation and skills for critically evaluating their capabilities. Methodology and Methods. The research is based on the analysis of theoretical works by leading domestic and foreign scholars in the field of teachers’ information competence and the application of artificial intelligence in education. Methods of theoretical analysis, systematization and generalization of scientific literature, and structural-functional analysis were used to identify components of information competence in the context of AI technologies. A comparative analysis of international standards and frameworks for teachers’ ICT competence was conducted. Results. The structure of teachers’ information competence has been defined as a multi-component system including cognitive, operational-activity, and motivational-value components. The interrelationship between the level of teachers’ information competence and the effectiveness of AI technology application in various aspects of professional activity has been identified: from lesson planning to creating an inclusive educational environment. It has been established that AI acts as a catalyst for the transformation of information competence, actualizing the development of new data handling skills and critical analysis of automated solutions. Scientific Novelty. For the first time, a comprehensive analysis of the transformation of teachers’ information competence under conditions of AI technology integration in education has been conducted. A theoretical model of the interrelationship between information competence components and various applications of artificial intelligence in pedagogical activity has been developed. The necessity of developing new digital age competencies in future teachers has been substantiated. Practical Significance. The research results can be used in developing educational programs for teacher training, creating teacher professional development systems, and forming standards of professional competence for educators in the context of digital transformation of education.

Development of Professional Potential of University Teachers Based on HRM Practices

Bagila Khairulla , Yerzhan Myrzabekov — Mon, 29 Sep 2025 00:00:00 +0600

The higher education system in the modern world faces the challenge of developing highly professional teaching staff capable of preparing competent HR specialists for the labor market. University teachers must demonstrate exceptional professionalism and continuously develop their capabilities to meet contemporary educational demands. The emphasis on developing professional potential of university teachers based on human resource management practices has become increasingly critical for educational quality and institutional effectiveness. Methodology and Methods. This study employs a comprehensive analysis of professional potential development frameworks and HRM practices in higher education. The research examines the structural components of professional potential, including professional competence, innovative readiness,
and social, cultural, and moral potential. The methodology is grounded in the hypothesis that professional potential represents a manifestation of human potential within labor relations context. Results. The analysis reveals that professional potential serves as a fundamental condition for effective teaching activity and acts as a general indicator of professional competence and self-improvement. Professional competence emerges as a result of professional education, characterized by high-level professional self-awareness, holistic pedagogical vision, and systematic development of abilities for sociocultural self determination and creative self-realization. The findings demonstrate that professional competence represents an effective category encompassing knowledge management, skill development, personal experience integration, and consequent professional potential enhancement. Scientific Novelty. This research provides a comprehensive framework for understanding professional potential as an interconnected system of competencies specifically tailored to university teaching
contexts. The study introduces innovative approaches to integrating HRM practices into academic professional
development. Practical Significance. The findings offer practical guidelines for higher education institutions to
systematically develop teacher professional potential, ultimately improving educational quality and preparing
students for successful professional careers in HR and related fields.

Formation of Diagnostic Competencies of the Future Teacher-Psychologists in the Context of Inclusive Education

Turshakiz Kakarova — Mon, 29 Sep 2025 00:00:00 +0600

The development of inclusive educational practice in the Republic of Kazakhstan, where over 68,000 children with special educational needs are integrated into mainstream educational institutions, necessitates a reconceptualisation of the professional preparation of educational psychologists in the formation of diagnostic competencies. Methodology and Methods. Methods of theoretical analysis of domestic and international research in the field of professional readiness of educational psychologists were employed. A structured interview study was conducted with 5 lecturers to examine current issues in the preparation of prospective educational psychologists. Results. The structure of diagnostic competencies was determined, comprising cognitive, operational, and personal elements. Distinctive features of psychodiagnostic work with various nosological groups of children were identified. Directions for modernisation of the educational process were analysed: expansion of the practical component, integration of digital technologies, and development of a supervisory support system. Scientific Novelty. Requirements for diagnostic competencies of educational psychologists within the context of inclusive educational environments were analysed. Practical Significance. The research findings may be utilised for enhancing educational programmes for the professional preparation of future educational psychologists in the development of diagnostic competencies.

Pedagogical Discourse on the Development of the Scientific and Innovative Potential of the Future Teacher

Karlygash Polatbekova — Mon, 29 Sep 2025 00:00:00 +0600

The study addresses the issue of developing the scientific and innovative potential of future teachers, as it encompasses their research skills, ability to design and implement innovative activities, and readiness to apply the achievements of modern science in the educational process. A pedagogical experiment was conducted involving control and experimental groups. In the experimental group, two test measurements were administered: pre-training and post-training. The evaluation of the program’s effectiveness included measurements using the Dimensions of the Learning Organization Questionnaire - DLOQ, the Utrecht Work
Engagement Scale - UWES-9, and the Innovative Work Behavior scale - IWB. Results. The results of the pedagogical experiment clearly indicate the emergence of a strong interest among future teachers in scientific and innovative activities, as well as the need for their systematic organization at all levels of teacher education. The experimental group demonstrated statistically significant improvements in indicators of engagement in scientific activities. The assessment of the motivational-value component for innovation development revealed an average level within the motivational-need block, with external motivation prevailing over internal motivation indicators. Scientific novelty. The effectiveness of practice-oriented tasks has been proven as a motivational tool that promotes active and conscious exploration of cause-and-effect relationships in nature. Practical significance. The implementation of a specialized teaching methodology aimed at developing the scientific and innovative potential of future teachers will significantly enhance their knowledge and competencies.

Prospects for Professional Training for the Development of Autopedagogic Competence in Future Primary School Teachers

Iliana Petkova , Aiym Tynyskhanova — Mon, 29 Sep 2025 00:00:00 +0600

This article examines the issue of forming autopedagogic competence in future primary school teachers, highlighting the significance of lifelong learning in the context of educational modernization. Special emphasis is placed on fostering teacher professionalism and self-education, which are among the key objectives of Kazakhstan’s national education development strategy. The study explores the psychological and pedagogical foundations of self-directed learning, identifying essential components of pedagogical competence and the need for continuous professional growth. Methodology and Methods. The study employed a combination of theoretical and analytical methods, including literature review and comparative analysis of contemporary pedagogical research. A qualitative assessment was conducted to evaluate current approaches to the development of autopedagogic competence, with a particular focus on teacher education practices in higher education institutions. Results. The research findings indicate that one of the primary indicators of successfully developed autopedagogic competence is the future teacher’s awareness and readiness for independent professional development. Although various studies have addressed professional development more broadly, key aspects remain insufficiently explored – particularly those relating to the personalization of teacher training, the integration of self-education strategies in university curricula, and the articulation of clear indicators of pedagogical competence specific to the primary school context. Scientific novelty. This study contributes to the theoretical understanding of autopedagogic competence by identifying its core components and the factors influencing its development. It reveals significant gaps in teacher training programs regarding the support of self-directed learning, thus offering a new perspective on how universities can structure teacher education to promote lifelong professional growth. Practical significance. The findings offer evidence-based guidance for higher education institutions aiming to prepare competitive and competent primary school teachers. By emphasizing self-education, self-reflection, and continuous development, the study supports the design of teacher training programs that align with modern educational demands and foster meaningful, sustained professional engagement.

Model of Formation of Deviantological Competence of the Teacher

Mon, 29 Sep 2025 00:00:00 +0600

The study examines the problem of developing teachers’ deviantological competence. The relevance of the problem is dictated by the current situation and is associated with the growth of deviant manifestations in the behavior of adolescents. Methodology and Methods. On the basis of a system-activity and competence approach, a model of deviantological competence was developed and a diagnosis of the current level of development of the professional readiness of teachers to interact with children of deviant behavior was carried out. The research methods included analysis, synthesis, modeling, and a questionnaire survey. Results. The study identified the actual level of teachers’ readiness to work with children with deviant behavior: most respondents demonstrated only general knowledge and understanding, while only a small proportion possessed specific professional knowledge and skills in this area. Scientific Novelty. The concept of «teachers’ deviantological competence» is defined, its correlation with the concept of «teachers’ professional readiness to interact with children with deviant behavior» is demonstrated, the components of the studied phenomenon are determined, and a structural model is presented. Practical Significance. The findings reveal the need for teachers’ professional development to provide effective socio-pedagogical support to children with deviant behavior.

Development of Social Intelligence of Students on the Basis of Integration of Subject Knowledge

Maira Sapiyeva , Nikolai Kozhakhmetov , Anar Tastanova — Mon, 29 Sep 2025 00:00:00 +0600

The article deals with the problem of formation of social intelligence of high school students through the met educational process with the use of active forms and methods of teaching. The authors substantiate the relevance of the study of students’ social intelligence development within the framework of their learning
activities as one of the key socio-psychological components of personality formation at school age. Methodology and Methods. The stages of the experiment to study the level of students’ anxiety (social adaptation) as one of the components of social intelligence in the process of teaching adolescents are described. A total of 200 high school students participated in the study. During the experiment, quantitative research methods were used. The establishing and control stages of the experiment are based on the method of determining the social anxiety of students James G. Phillips. The formative stage of the experiment is based on the complex integrative developmental program, implemented in the natural conditions of the school environment. Results. During the
study, it was found that the integration of subject knowledge and active teaching methods presented in the complex integrative developmental program, has a positive effect on the reduction of social anxiety among students, which contributes to the development of social intelligence of students. Scientific novelty. It has been experimentally proven that the integration of subject knowledge and active teaching methods within a comprehensive program contributes to reducing social anxiety and developing social intelligence in students. Practical significance. The distinctive feature of the complex integrative developmental program is the integration of subject knowledge and active forms and methods of teaching. The developed program can be implemented in school practice to develop social intelligence in students

Paradigmatic Shift in Pedagogical Design: Transforming Syllabus Development for Innovative Higher Education

RAIGUL BAKTIYAROVA, Sholpan Abdilda , Fariza Ismailova — Mon, 29 Sep 2025 00:00:00 +0600

The study addresses the problem of modernizing instructional practices in higher education
by focusing on how instructors understand and apply pedagogical design in course and syllabus development. It emphasizes the shift from traditional approaches to innovative methods that incorporate digital resources, interactive strategies, and student-centered learning. Methodology and Methods. A mixed methodological framework was applied, combining surveys, semi-structured interviews, and content analysis of syllabi. Data were collected from instructors with diverse disciplinary backgrounds and teaching experience. The analysis focused on the formulation of learning outcomes, assessment strategies, and the integration of digital technologies. Results. The findings revealed that although instructors recognize the value of pedagogical design, they often lack systematic training and institutional support. Many syllabi displayed unclear or unmeasurable learning outcomes, limited use of varied assessment methods, and inconsistent incorporation of digital tools. These shortcomings indicate weak constructive alignment between objectives, teaching activities, and evaluation criteria. Scientific novelty. The study contributes new insights into the state of pedagogical design practices in higher education, particularly in relation to the integration of digital and interactive methods. It highlights the structural misalignments that hinder effective curriculum development and advances the understanding of pedagogical design as both a theoretical and practical framework. Practical significance. The research provides recommendations for improving professional development, strengthening methodological support, and investing in infrastructural resources. These measures can enhance the quality of course design, promote innovative teaching practices, and ensure greater coherence in aligning learning outcomes with instructional strategies.

Opportunities and Challenges of Developing Self-Learning Through Artificial Intelligence and Virtual Reality

Gulzhaina Kassymova, Ulzhan Urazаliyeva, Gulipa Gaiipova, Gulnara Akylova — Mon, 29 Sep 2025 00:00:00 +0600

Background of this research has brought artificial intelligence and virtual reality to the forefront
of education. Methodology and Methods focus on theoretical integration of these technologies into self-learning, which has a profound impact on educational practices, providing personalised, adaptive, and contextualised learning experiences. However, there is a gap in understanding how these technologies relate to the development of self-learning skills. Our study examines the transformative potential of artificial intelligence and virtual reality in self-learning by investigating its impact on learner engagement, retention, and independence. A research purpose is to evaluate the effectiveness of these technologies. Results demonstrate significant intrinsic motivation as self-managed and self-organised skills. The consistency illustrates the potential of artificial intelligence and virtual reality to improve student self-control and motivation. However, there are still some challenges that hinder the use of these technologies in education. Scientific novelty addresses issues including cyber sickness, technical demands, ethical concerns related to data privacy, and algorithmic bias. Practical significance is that by overcoming these challenges, artificial intelligence and virtual reality, through interdisciplinary collaboration, can become a key factor in the democratisation of education, ensuring access to quality education for diverse populations.

Monitoring the Effectiveness of the Model for the Formation of Network Communication Culture and Digital Etiquette Teachers and Students in the Online Community of the University

ULZHARKYN ABDIGAPBAROVA , Nadezhda Zhienbayeva , Aigerim Baikulova — Mon, 29 Sep 2025 00:00:00 +0600

The article presents the results of a study aimed at monitoring the effectiveness of a model for
developing networked communicative culture and digital etiquette among university faculty and students in a
digital environment. The theoretical foundation of the work is based on the integration of socio-psychological,
activity-based, and learner-centered approaches, as well as the cultural-historical paradigm of digital interaction.
Methodology and Methods. The monitoring system included criteria for assessing the communicative, cognitive, and value-motivational components of networked communicative culture (NCC) and digital etiquette, as well as indicators of their practical implementation in educational and professional online communication. The research methodology combined psychological training scenarios, diagnostic tools, and case analysis, which made it possible to identify the levels of formation of NCC and digital etiquette. Results. The findings confirm the effectiveness of the proposed model in fostering responsible digital behavior, enhancing online collaboration skills, and strengthening academic communicative culture. The practice-oriented nature of the results allows the developed model to be applied in designing educational strategies and shaping the digital policy of universities. Scientific novelty. The introduction of a monitoring system makes it possible to diagnose the levels of development of NCC and digital etiquette among different participant groups (faculty and students), taking into account their professional and personal characteristics. Practical significance. The practical significance of the study lies in the possibility of applying its results in the design of educational strategies and university digital policies aimed at improving the quality of virtual academic interaction.

The Problem of Academic Well-Being of University Students: Analysis of Influencing Factors

Malika Knissarina — Mon, 29 Sep 2025 00:00:00 +0600

Since the academic well-being of students at modern universities is determined by their desire for continuous learning and skill development, there is a need to pay close attention to the study of students’ academic well-being through the prism of their personal perceptions. Methodology and Methods. The aim of this study is to examine the sources that contribute to student academic well-being from the perspective of two different groups of students, namely first-year and senior students of the Faculty of General Medicine in a developmental environment through training sessions. Focus groups were used as the main method of obtaining information. Results. Two student groups, including 25 first-year students from the Faculty of General Medicine and 27 fifth-year students from the same faculty, participated in this study to illustrate the overall picture of sources of academic well-being. According to the results of the empirical study, first-year students demonstrated three points of view: an emphasis on the pleasure of balancing study and life, personal values and aspirations, and academic activity. The opinions of senior students focused on internal sources related to professional development, concerning their targeted academic development and the implementation of activity through self-management. Practical suggestions are offered for optimizing the development of a psychological and pedagogical curriculum to better support students’ academic well-being. Scientific novelty. The main sources contributing to the academic well-being of students in the context of interactive learning at the university have been identified. Practical significance. The developed approach can be applied to improve the quality of the educational process, achieve certain goals in interactive learning and maintain the well-being of students in both personal and professional activities.

Psychological and Pedagogical Conditions for the Interiorization of the Values of “Rukhani Zhangyru” in the Public Consciousness of Kazakhstan

Aktolkyn Kulsariyeva, Aida Nurbayeva, Asel Issatayeva — Mon, 29 Sep 2025 00:00:00 +0600

Kazakhstan’s state program Rukhani Zhangyru (2017) aims to shape national mentality through
cultural modernization values. However, official value proclamation does not guarantee individual consciousness assimilation, requiring psychological-pedagogical analysis of the interiorization process. Methodology and Methods. An integrated qualitative-quantitative approach was employed, combining questionnaires, semistructured interviews, and content analysis. The study involved 198 respondents aged 18-50, including university students (n=86), faculty members (n=48), and cultural institution employees (n=64) from diverse Kazakhstan regions. Research was conducted January-July 2025, utilizing methodological triangulation and examining cognitive, affective, and behavioral levels of value assimilation. Results. Analysis revealed 72.2% of respondents demonstrated program awareness, but only 28.4% could reproduce key directions. Visual symbolism was recognized by 54.8%, yet only 17.6% could interpret graphic meanings. At the affective level, 48.3% expressed
positive attitudes, with strongest responses to local identity components. The behavioral component proved
least pronounced, with only 21.5% expressing readiness to follow promoted values and 17.9% reporting actual
participation. Scientific Novelty. This study represents the first comprehensive psychological-pedagogical analysis of value interiorization within the Rukhani Zhangyru program, examining multilevel processes across diverse social groups in Kazakhstan’s cultural modernization context. Practical Significance. Findings provide evidence-based recommendations for educational institutions and policymakers, identifying key psychologicalpedagogical conditions including emotional engagement, cultural relevance, dialogic interaction, and activitybased implementation that facilitate effective value transmission and sustainable public consciousness assimilation.

Innovative Supervisory Practices in Social Sciences Doctoral Education

Altynay Mustafina, Aizhan Temerbayeva — Mon, 29 Sep 2025 00:00:00 +0600

Supervision is central to doctoral education, particularly in the social sciences where students
must develop not only methodological competence but also a strong researcher identity. This study investigates
how innovative supervisory practices contribute to doctoral students’ academic development and professional socialization within an internationalized higher education environment. Methodology and Methods. Using a qualitative design, the research draws on interviews with doctoral students and institutional documents to explore the ways in which supervision operates as both a pedagogical and relational practice. Results. The findings show that beyond traditional academic guidance, supervisors fostered learning and identity formation through collaborative authorship, group-based supervision, reflexive mentoring, and adaptive approaches responsive to individual trajectories. These innovations reduced isolation, strengthened confidence, and facilitated integration into scholarly communities. The study concludes that innovative supervision enhances resilience and independence while preparing doctoral students to participate more fully in global academic life. Scientific Novelty. The study reconceptualizes supervision as a pedagogical and innovative practice in a non-Western context that shapes researcher identity in doctoral education. Practical Significance. It shows how innovative supervisory practices in a non-Western context foster researcher identity and offer universities strategies to make doctoral education more student-centered, inclusive, and internationally relevant.

Socio-Pedagogical Prevention of Bullying in the School Environment: A Gender-Oriented Approach

Meruyert Myrzapeissova , EWA DUDA — Mon, 29 Sep 2025 00:00:00 +0600

The article examines the socio-pedagogical prevention of bullying among schoolchildren, with special consideration of gender-specific behavioral characteristics. Bullying is a widespread phenomenon that threatens children’s safety, well-being, and academic achievement. Research shows that boys are more
frequently involved in physical and direct bullying, while girls tend to use relational and indirect forms such
as exclusion or rumor-spreading. In Kazakhstan, similar tendencies are observed, underscoring the need for
gender-sensitive prevention programs. Methodology and Methods. The study is based on a literature review of
both classical and contemporary scholarly works, including international and Kazakhstani research. The analysis covers psychological, family, school, and peer-related factors influencing bullying, with particular attention to the role of gender norms in shaping aggressive and victimized behaviors. Results. The findings indicate clear gender differences: boys are more prone to overt physical and verbal bullying, whereas girls more often use relational and indirect forms. Cyberbullying affects both genders almost equally, although girls are slightly more often victims. The school climate, teacher attitudes, family conditions, and peer norms strongly determine the forms and prevalence of bullying. Scientific novelty. The research develops a socio-pedagogical model of bullying prevention that incorporates gender-specific behavioral patterns. The study demonstrates the importance of differentiated prevention strategies for boys and girls to enhance the effectiveness of anti-bullying programs. Practical significance. The proposed approach can be applied in schools to strengthen preventive work, improve the socio-psychological climate, and enhance cooperation among teachers, students, and parents. It provides practical recommendations for reducing aggression, addressing cyberbullying, and fostering safe and supportive school environments where every child feels valued.