Pedagogy and Psychology

INNOVATIVE APPROACHES TO SUPPORTING WOMEN’S LEADERSHIP IN THE EDUCATIONAL ENVIRONMENT OF HIGHER EDUCATION INSTITUTIONS

Актолкын Кулсариева, Sandugash KUDAIBERGENOVA — Mon, 17 Mar 2025 00:00:00 +0600

This article examines innovative approaches to supporting women’s leadership in the educational environment
of higher education institutions. Despite significant progress in female representation in academic settings, gender
imbalance in educational leadership remains a critical global challenge. Through analysis of contemporary
theoretical and applied research from American, European, and Asian institutions with varying levels of economic
development, the study identifies key barriers to women’s advancement in academic leadership. These include
cultural factors (entrenched gender norms and male-dominated institutional cultures), psychological barriers
(imposter syndrome and leadership anxiety), and organizational obstacles (glass ceiling phenomena and biased
hiring practices). The research highlights the particular challenges in Kazakhstan, where women constitute
only 26.5 percent of top university leadership despite their substantial representation among higher education
professionals. By examining global best practices and Kazakhstan’s specific context, the study identifies effective
Innovative Approaches including institutional initiatives, structured networking opportunities, formalized
mentoring programs, and family-supportive policies. Based on this analysis, the research proposes forwardthinking interventions for Kazakhstan’s higher education sector: implementing targeted leadership development
programs, enhancing transparency in human resource policies, creating innovative work-life balance solutions,
and establishing robust professional networks for women academics. These innovative approaches aim to
address persistent gender disparities while creating sustainable pathways for women’s leadership advancement
in higher education. The analysis emphasizes the importance of comprehensive, context-sensitive strategies that
adapt proven innovative practices to local educational environments.

The study of global experience has also made it possible to propose measures that can be adapted for the Kazakhstani context. The article emphasizes the importance of these strategic measures to address gender inequalities and strengthen a comprehensive approach that includes institutional support, leadership skills development and the elimination of gender stereotypes. The results of the study emphasize the need to introduce structured approaches to support women leaders that contribute to the implementation of international commitments to achieve gender equality in the educational environment.

CONCEPTUAL FOUNDATIONS OF DEVELOPING ENTREPRENEURIAL ACTIVITY IN THE CONTEXT OF UNIVERSITY EDUCATION

Yerlan Sabdenbekov, MEHMET АKIF SÖZER — Fri, 14 Mar 2025 00:00:00 +0600

In the context of the global economy and digital transformation, universities play a key role in the formation of entrepreneurial competencies among students. This work is aimed at researching the theoretical foundations that ensure the development of entrepreneurial activity in the educational environment of universities. The main attention is paid to the analysis of models and concepts such as the theory of entrepreneurial opportunities, the theory of social capital, the triple helix model, as well as the latest approaches to the development of entrepreneurial competence. The results demonstrate that the integration of these theories into educational programs contributes to the development of students' analytical thinking, innovative approach and social skills. The findings of the study emphasize the importance of creating a comprehensive ecosystem of entrepreneurial education that allows universities to prepare a new generation of entrepreneurs adapted to modern challenges.

EDUCATIONAL PRACTICE OF DEVELOPING INTERCULTURAL COMMUNICATION IN HIGHER EDUCATION

Gulzhahan Tazhitova, D.K. KURMANAYEVA, A CHAUDHARY — Fri, 14 Mar 2025 00:00:00 +0600

This study examines the educational practices for developing intercultural communication competencies
in higher education institutions within the context of unprecedented global interconnectedness. Contemporary
higher education environments, characterized by increasing international student mobility and digital
connectivity, present both significant opportunities and challenges for intercultural engagement. The research
investigates pedagogical approaches that facilitate effective intercultural communication skills acquisition
among university students, analyzing their impact on cultural identity formation and preservation. Through
a mixed-methods approach combining survey data from master’s students (n=44) and theoretical framework
analysis, this paper identifies key challenges in cross-cultural educational settings and proposes evidence-based
interventions. Findings indicate that establishing dedicated intercultural communication centers, implementing
culturally responsive teaching methodologies, and developing comprehensive assessment criteria significantly
enhance students’ intercultural competence. The study contributes to the scholarship on educational innovation
by demonstrating how structured pedagogical practices can foster intercultural skills while simultaneously
preserving cultural diversity. This research has implications for curriculum development, institutional
internationalization strategies, and educational policy in multicultural higher education contexts.

ANALYSIS OF CURRENT ASSESSMENT PRACTICES FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN THE REPUBLIC OF KAZAKHSTAN

Laura Shotybayeva, V.V KHITRYUK — Fri, 14 Mar 2025 00:00:00 +0600

This research investigates the current assessment practices for children with special educational needs (SEN)
in the Republic of Kazakhstan following the country’s transition from a medical model to a socio-educational
model. The research examines the recently implemented four-stage assessment system conducted by secondary
schools, psychological-medical-pedagogical counselling centers, and rehabilitation centers. A distinctive feature
of Kazakhstan’s approach is the team-based assessment methodology that mandates participation of subject
teachers, special educators, speech therapists, and educational psychologists regardless of location. Notably,
specialists select assessment tasks independently based on children’s age and educational standards, as the
government has not established standardized assessment tools. To evaluate the effectiveness of these practices,
we conducted a comprehensive mixed-methods study involving surveys and interviews with professionals
actively implementing these assessment procedures. The research sample included 20 psychological, medical
and pedagogical councils and 63 secondary schools, with a total of 186 respondents (135 primary school teachers
from inclusive education institutions and 51 specialists from psychological, medical and pedagogical councils).
Additionally, in-depth interviews were conducted with 30 teachers to obtain more detailed insights. The findings
reveal both strengths and limitations of the current assessment practices in Kazakhstan, providing valuable
insights into how secondary schools and specialized organizations select and implement assessment methods.
This analysis contributes to understanding the practical implementation of the socio-educational model and
identifies areas for potential improvement in the assessment system for children with SEN in Kazakhstan.

VALUES FORMATION IN SCHOOLCHILDREN THROUGH GLOBAL STRATEGIC STUDIES: QUANTITATIVE STUDY RESULTS

Nazira Myrzaly , Wendt Jan Andrzej, R.G. RAKHYMZHAN — Fri, 14 Mar 2025 00:00:00 +0600

This study examines the impact of geopolitical education in the school geography curriculum on students’
cognitive development, practical skills, and value formation. A structured questionnaire was used to assess
students’ understanding of fundamental geopolitical concepts, their ability to analyze international processes,
and their perceptions of key values such as tolerance, responsibility, and civic awareness. The collected data
were analyzed using statistical software to objectively assess the level of learning and identify patterns in
students’ responses. The results indicate that students demonstrate strong retention of knowledge and high
levels of engagement in geopolitical topics, but there are challenges in the practical application of acquired
skills. The study highlights the importance of integrating geopolitics into education to prepare students for
informed participation in global affairs. By strengthening decision-making competencies and promoting
ethical perspectives, geopolitical education can contribute to the development of responsible citizens capable
of addressing contemporary international challenges. The results point to the need for interactive learning
approaches, including discussions, simulations, and case studies, to strengthen students’ ability to critically
evaluate geopolitical scenarios. The study also highlights the need for a well-structured curriculum that combines
theoretical knowledge with practical learning to enhance students’ preparedness for future challenges.

DEVELOPMENT OF SOFT SKILLS IN PRIMARY SCHOOL STUDENTS BASED ON NATIONAL VALUES

Maira ABDURAKHMANOVA, Gulbanu SADUAKAS, Özlem Baş — Fri, 14 Mar 2025 00:00:00 +0600

In modern education, the development of soft skills among primary school students is of particular importance,
as these skills contribute to their successful social adaptation, cognitive development and personal growth. This
study is aimed at identifying opportunities for integrating national values into the process of forming soft skills
in primary school students. The analysis of educational strategies of the countries (Finland, Japan, South Korea,
USA, China, India) is carried out and the experience of the Republic of Kazakhstan in this context is considered.
The key national values of Kazakhstan (language, traditions, family values, historical memory, national games,
religious and spiritual norms, respect for nature) and their impact on the development of soft skills such as critical
thinking, emotional intelligence, communicative and social abilities are identified. The research is based on the
methods of conceptual analysis, comparative analysis of educational systems, and methods of systematization
and classification. In the course of the work, effective pedagogical methods were identified, including projectbased learning with an ethnocultural component, role-playing, mentoring, folk games and the study of national
literature. The results of the study confirm that the inclusion of national values in the educational process not
only promotes the development of soft skills, but also strengthens the national identity of students, making their
education more meaningful and appropriate to the socio-cultural context of Kazakhstan. The results obtained
can be useful for teachers, methodologists and developers of educational programs when creating innovative
methods for the formation of soft skills in younger schoolchildren.

DIGITAL COMPETENCE AS AN IMPORTANT ELEMENT OF PROFESSIONAL TRAINING OF EDUCATIONAL PSYCHOLOGISTS IN KAZAKHSTAN

Aizhan Mandayeva, Arna Aplashova , Karagoz Butenova , Gelişli Yücel — Thu, 17 Apr 2025 00:00:00 +0600

This article investigates the problems and prospects of formation of digital competence in the professional
training of educational psychologists in Kazakhstan. Modern conditions of digitalization require from teacherpsychologists not only traditional knowledge and skills, but also effective use of digital technologies. It is
established that the level of digital competence of students of the educational program “Pedagogy and Psychology”
differs from the level of acting school psychologists, which is due to differences in the conditions of training and
professional practice. Particular attention is paid to the need to develop specialized educational programs that
take into account the peculiarities of the use of digital technologies in the diagnosis and correction of student
behavior. The study revealed the main problems, including the insufficient level of digital training, limited use
of modern technologies, and the lack of a unified approach to assessing the digital competence of educational
psychologists. Based on the results of questionnaires and interviews with students, school psychologists and
experts, recommendations for improving educational standards and programs were proposed. The key result of
the work was the development of a model for the development of digital competence, which includes stages from
the diagnosis of skills to their practical implementation. The presented recommendations are aimed at improving
the quality of professional training of educational psychologists, their competitiveness and ability to adapt to the
requirements of the digital era. The importance of creating a sustainable support system is emphasized, including
mentoring programs, professional communities and access to innovative educational resources. The educational
practice and improves the quality of educational services.

MODEL OF DEVELOPING STUDENTS’ STRESS RESILIENCE IN THE DIGITAL EDUCATIONAL ENVIRONMENT OF A UNIVERSITY

Nurlan TAJIMURATOV, Irina KOLEVA — Fri, 14 Mar 2025 00:00:00 +0600

The research develops and theoretically substantiates a model for developing stress resilience in students
within a university’s digital educational environment. The structure of the model is represented by four
interconnected and interdependent components: the target component (determining the strategic direction
of the process), the content component (revealing cognitive, emotional-regulatory, and behavioral blocks of
stress resilience development), the technological component (represented by a system of adaptive-preventive
technologies), and the performance-evaluation component (including criteria and levels for assessing stress
resilience). Special attention is given to innovative adaptive-preventive technologies as the instrumental basis
for developing stress resilience, including: monitoring of psycho-emotional states, interactive trainings and
virtual simulators, intelligent systems for filtering information flow, and workshops on digital hygiene. The study
identifies and scientifically substantiates pedagogical conditions for developing students’ stress resilience in a
university’s digital educational environment: creating a psychologically safe digital educational environment;
integrating health-preserving technologies into the digital educational process; providing psychological and
pedagogical support for students; and developing adaptive capabilities of learners in the digital educational
space. The proposed model ensures systematicity, continuity, and effectiveness in the process of developing
stress resilience, contributing to the development of students’ competencies for effective functioning in a digital
educational environment while maintaining psychological well-being.

PROFESSIONAL IDENTITY OF FUTURE PRIMARY SCHOOL TEACHERS: THEORETICAL FRAMEWORK

Нургуль . TUNGATOVA, MEHMET AKIF SÖZER — Fri, 14 Mar 2025 00:00:00 +0600

The article examines the theoretical foundations of professional identity formation among future primary school teachers. Based on scholarly literature analysis, professional identity is defined as an integrative personal formation characterized by conscious acceptance of pedagogical values, professional norms, and behavioral models. The paper presents a comparative analysis of three key theoretical approaches to studying this phenomenon: Personal Interpretative Framework (PIF) theory, Korthagen's "Onion Model" concept of professional development, and Day & Kington's theory of professional, situational, and personal identity. Through comparative analysis, common conceptual provisions and specific features of the examined theoretical constructs are identified in the context of primary education teacher preparation. The significance of this work lies in the potential application of the identified theoretical principles in developing methodologies for forming professional identity of future primary school teachers during their professional training.

FORMATION OF STUDENTS’ SOCIAL RESPONSIBILITY THROUGH VOLUNTEER ACTIVITIES

Назерке Утемисова — Fri, 14 Mar 2025 00:00:00 +0600

This research examines the correlation between volunteer activities and the formation of social responsibility
among higher education students through a mixed-methods research approach. The investigation employs both
quantitative and qualitative methodologies to analyze the multifaceted impact of volunteering on students’
personal development and civic engagement. Through a systematic review of existing literature and original
empirical research involving students across multiple institutions, the study identifies critical mechanisms through
which voluntary service influences social consciousness and civic responsibility. The research methodology
incorporated pre- and post-intervention assessments, semi-structured interviews, and longitudinal observations.
Results indicate significant improvements in students’ leadership capabilities, teamwork proficiency, and
social awareness metrics. The study proposes an evidence-based framework for integrating volunteering into
university curricula, encompassing structured motivation systems, competency-based training modules, and
practical social project implementation strategies. The findings contribute to the growing body of literature on
experiential learning and civic education in higher education, offering practical implications for institutional
policy development and program implementation in university settings.

BASICS OF SELF-ORGANIZATIONAL CULTURE FORMATION IN FUTURE SOCIAL TEACHERS

Aliya Kosshygulova, Saltanat KHASSANOVA, Sholpan KOLUMBAYEVA — Fri, 14 Mar 2025 00:00:00 +0600

Modern society's requirements for university graduates include not only the ability to work in their professional field, but also the readiness for continuous learning, innovation and active work. That's why, in the pedagogical process of a university, it is becoming increasingly important to manage the process of developing students’ self-organization skills.

In order to solve the problem of forming an individual’s ability to self-organize requires understanding the education as the most important function of culture, as a “mechanism for launching new forms of culture”, “expanded reproduction and transmission of culture” (Abibulayeva, 2021).

In this study, we strive to ensure the comprehensive development of future specialists, including the development of their ability to self-government, self-regulation and the choice of a culturally appropriate lifestyle. Based on the analysis, we can prove that the culture of self-organization formed in the educational process is a key element of successful professional development, creative self-development and achievement of personal growth.

PROFESSIONAL DEVELOPMENT OF NOVICE TEACHERS: A REVIEW OF INTERNATIONAL EXPERIENCE

Оксана Кереева, Almazhai Yegenissova , Adem Bayar — Fri, 14 Mar 2025 00:00:00 +0600

The professional development of novice teachers plays a crucial role in shaping educational quality and
student outcomes. This study examines teacher preparation and professional development systems in highperforming education systems, focusing on mentoring, structured induction, and career progression. Using a
comparative approach, the research analyzes the distinct strategies employed in different national contexts and
identifies key elements that contribute to teacher effectiveness and retention. The study highlights the importance
of combining academic training with practical experience, ensuring rigorous selection criteria, and providing
sustained professional support for novice teachers. The findings offer insights into best practices that can be
adapted to improve teacher development policies, particularly in education systems undergoing reform. By
contextualizing international models, this study contributes to the broader discourse on teacher education and
provides evidence-based recommendations for strengthening teacher professional development. The research
underscores the need for systematic and sustainable approaches to enhance teacher preparedness, ultimately
supporting long-term improvements in teaching quality and educational outcomes.

The system of professional development of novice teachers in foreign countries has its conceptual features determined by the relevant contextual factors. Such an approach can increase the professionalism of novice teachers, and their ability to provide students with high-quality and effective teaching by the needs of the market economy.

Comparing the experience of various countries with the current state of teachers' professional development system in Kazakhstan, the article offers some recommendations for integrating successful practices into the Kazakh educational environment. It is concluded that to ensure the high quality of education in Kazakhstan, a systematic approach to the professional development of novice teachers is needed, based on the best world practices.

А FEATURES OF THE DEVELOPMENT OF RESEARCH COMPETENCE OF FUTURE SPECIAL TEACHERS

Гульнур Ержанова, Akbota Autayeva — Fri, 14 Mar 2025 00:00:00 +0600

The article is devoted to the peculiarities of the development of the research competency of future special
teachers. Currently, the process of developing the competencies of future special teachers, including research
ones, is becoming an urgent problem. Analyzing valuable opinions of scientists, special importance is attached
to the definition, meaning of the words “competence”, “competency”. While competence is closely related
to knowledge, abilities, skills, competence is the result of knowledge arising from the activities of students.
The purpose of the study: to identify the features of the development of research competence of future special
teachers. During the research work, mixed research methods were used: qualitative and quantitative. The study
was attended by students of 1-3 courses of the Kazakh National Pedagogical University named after Abai, the
educational program “Special Pedagogy”. According to the results of the survey, contradictions were revealed in
the development of research competencies, in how much they understand research work.

SCIENTIFIC-PEDAGOGICAL THEORIES OF IMPROVING PHYSICAL EDUCATION FOR UNIVERSITY STUDENTS

N.TEMIRBAY N.TEMIRBAY, Aychurok KALDYBAEVA — Fri, 14 Mar 2025 00:00:00 +0600

This study examines contemporary scientific and pedagogical theories aimed at improving physical education programs for university students. The research analyzes current methodological approaches, identifies key limitations in existing physical education curricula, and proposes evidence-based strategies for enhancement. Through a comprehensive literature review and analysis of educational practices across multiple institutions, this paper highlights the importance of integrating innovative teaching methods, personalized learning approaches, and technology-enhanced instruction in physical education. The findings suggest that a multidimensional approach addressing students' diverse needs, abilities, and interests significantly improves engagement, physical literacy, and long-term health outcomes. The study contributes to the growing body of knowledge on effective physical education practices in higher education and offers practical recommendations for educators and policymakers seeking to optimize physical education programs for university students.