Pedagogy and Psychology

Personal Branding in the Structure of Professional Development of Students Studying in Pedagogical and Psychological Specialties

KURALAY SHAKARIMOVA, Tolkyn SLAMBEKOVA, Nursulu Imangalieva, Oryngul Abilova — Tue, 31 Mar 2026 00:00:00 +0600

Introduction. The study considers personal branding as a manageable component of professional development in pedagogy and psychology students, where credibility depends on ethically grounded self-presentation, a clear
professional identity, and trust-based communication in educational and community settings. The research explores how personal branding takes shape during university training and which components are more or less developed across years of study and practicum experience. Methodology and Methods. A quantitative, crosssectional descriptive–comparative design was implemented at Sarsen Amanzhaolov East Kazakhstan University, Ust-Kamenogorsk, Kazakhstan. The sample comprised 79 undergraduate students. Personal branding was assessed with a structured 1–5 scale instrument covering five components: value proposition, communication, reflection, digital footprint, and reputation signals; an overall index was computed as the mean of component scores. Data were analyzed using descriptive statistics, course-level comparisons (ANOVA), and practicumexperience comparisons (t-tests), with effect sizes estimated where relevant; no intervention or pre–post design was used. Results. Overall, personal branding was predominantly moderate. Reflection and communication scored highest, indicating stronger reflective and communicative resources. Digital footprint and reputation signals were weaker, suggesting limited strategic visibility and insufficient evidence-based self-presentation. Differences across years of study were associated with clearer role articulation and reflective maturity, while practicum experience related more to reputation evidence and portfolio-oriented presentation of competencies. Scientific novelty. The study offers an integrative, domain-based interpretation of personal branding in pedagogy and psychology education, showing how value orientation, competence demonstration, and ethically regulated communication shape coherent professional self-presentation, and distinguishing components linked to academic progression versus practicum practical significance. The findings support curriculum improvements: modules on professional identity and ethics, structured digital portfolios aligned with confidentiality standards, and mentoring-based supervised visibility practices

Developing Environmental Thinking in Teacher College Students Through Intellectual Project-Based Activity

Flera Mukhametzyanova , Асель Джумагазиева, Kuralay Iskakova , Gaini Dlimbetova — Tue, 31 Mar 2026 00:00:00 +0600

Introduction. The development of environmental thinking is an important objective of contemporary teacher education, driven by global environmental challenges and the need for environmentally responsible professional behaviour. In teacher colleges, however, environmental education often remains fragmented and insufficiently practice-oriented, which limits students’ readiness for real-life environmental decision-making.

Methodology and methods. The study employed a mixed-methods design and was conducted as a pedagogical experiment during the 2024–2025 academic year. The research involved students of teacher training colleges. Data were collected through questionnaires, situational tasks, and expert assessment of project activities aimed at diagnosing cognitive, value-motivational, and behavioural-reflective components of environmental thinking. Quantitative data were processed using descriptive statistics and comparative analysis.

Results. The findings indicate a positive dynamic in the development of environmental thinking following the implementation of intellectual project-based learning. A decrease in the proportion of students with a low level of environmental thinking and an increase in medium and high levels were observed. The most significant changes occurred in the behavioural-reflective component, demonstrating a shift from declarative knowledge to environmentally responsible behaviour. Interrelations between the structural components of environmental thinking were also identified.

Scientific novelty. The study substantiates the effectiveness of intellectual project-based activity as an integrated pedagogical tool for developing environmental thinking in teacher colleges.

Practical significance. The results can be used in teacher training colleges to improve environmental education through the integration of project-based activities into existing curricula.

А Scientific and Methodological Foundations for Training Pedagogical Specialists

Tue, 31 Mar 2026 00:00:00 +0600

Introduction.This article comprehensively examines the scientific and methodological foundations of training educators to use artificial intelligence (AI) tools. The study aims to identify the need for new competencies among teachers arising from technological modernization in the contemporary education system. Methodology and methods.Through a review of international and national literature, as well as survey, observation, and comparative analysis methods, the level of teachers’ mastery of AI tools, existing barriers, and professional needs were identified. Results.The results indicate that the integration of AI into the educational process in Kazakhstan is at a formative stage, and that teachers’ professional training requires systematic improvement. Scientific novelty. The scientific novelty of the study lies in identifying teachers’ emerging AI-related competencies and key barriers to AI integration in the context of Kazakhstan’s education system, based on empirical data and methodological analysis. Practical significance. The study demonstrates that the effective use of AI enhances teachers’ professional competence and improves the quality of education, and it offers methodological recommendations and strategic directions.

Students’ Interpersonal Communication in a Multicultural Environment

Айнур Гайсина — Tue, 31 Mar 2026 00:00:00 +0600

Introduction. The study addresses the problem of improving the characteristics of students’ interpersonal communication in the context of a multicultural university environment in Kazakhstan. Interpersonal communication constitutes a crucial factor in the formation of students’ social adaptation, academic engagement, and intercultural competence. Within a multicultural setting, effective communication functions as an essential condition for the development of tolerance, mutual respect, and the integration of diverse cultural and ethnic groups. Nevertheless, challenges including language barriers, differences in communication styles, and intercultural misunderstandings may hinder the effectiveness of the communicative process. Methodology and Methods. The research employed a descriptive research design and survey methodology. The study involved 124 first and second year undergraduate students majoring in Pedagogy and Psychology and Social Pedagogy at a national university in Kazakhstan. The questionnaire was developed on the basis of a process model of intercultural competence proposed in prior scholarly literature and was administered through Google Forms.
Descriptive statistical methods were applied for the analysis of the collected data. Results. The findings reveal
that the majority of respondents demonstrate readiness for intercultural interaction and express a tolerant attitude toward cultural diversity. Students perceive the multicultural environment of the university as a valuable factor in the development of interpersonal and communication skills. At the same time, the study identified persistent challenges, including linguistic difficulties, differing communication norms, and occasional misunderstandings between representatives of different cultural groups. These challenges underscore the need for targeted institutional strategies to strengthen intercultural dialogue. Scientific novelty. The study provides new empirical evidence on the specific features of students’ interpersonal communication in the multicultural university environment of Kazakhstan. Unlike previous research, which often emphasized general intercultural education, this study highlights the interplay between communication skills, intercultural tolerance, and academic success in a diverse university context, with practical significance. Practical significance. The research findings can be applied to the development of intercultural training programs, collaborative learning projects, and multicultural events aimed at promoting inclusiveness in higher education institutions. By implementing such measures, universities can foster a more supportive and cohesive learning environment, contributing to the formation of socially competent
and globally minded graduates.

Determining Students’ Attitudes Towards Augmented Reality Technology technology

Huseyin Uzunboylu — Tue, 31 Mar 2026 00:00:00 +0600

Introduction. The study examines the impact of augmented reality technology on students’ attitudes in
primary school science education. The research investigates whether integrating augmented reality applications into science lessons produces measurable differences in student attitudes compared with traditional instructional methods. Methodology and Methods. A pedagogical experiment was conducted with 91 primary school students (46 in the experimental group and 45 in the control group) who voluntarily participated in the study during the fall semester of 2023–2024. The experimental group received instruction in science using augmented reality technology for four weeks, whereas the control group received traditional instruction. The “Augmented Reality Applications Attitude Scale” was administered to both groups to measure student attitudes. Results. Analysis of the results demonstrated that students in the experimental group who learned with augmented reality technology in science class significantly outperformed the control group in terms of positive attitudes toward learning. The experimental group showed greater engagement, interest, and motivation compared to students receiving traditional instruction. Scientific novelty. The effectiveness of augmented reality technology as a tool for positively shaping student attitudes toward science education in primary school has been empirically demonstrated through a controlled pedagogical experiment. Practical significance. The findings suggest that augmented reality applications can be successfully integrated into primary school science instruction to enhance student attitudes and engagement, providing a practical framework for teachers seeking to improve the quality of the educational process through technology-enhanced learning.

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

ROZA ZHANGALIYEVA, Gulpara Zhukenova, Yuliya Kukina, Ayaulym Adilkhanova — Mon, 30 Mar 2026 00:00:00 +0600

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

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

Казына Бекбенбетова, Yertay Sultan, Saule Nurgali — Tue, 31 Mar 2026 00:00:00 +0600

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

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

Асем Алтынбек, Улжаркын Абдигапбарова — Tue, 31 Mar 2026 00:00:00 +0600

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

Barriers to High School Students’ Acquisition of Linguo-Axiological Units and Challenges in the Formation of National Values

Мұхиддинова Гүлжанат,Есенова Қалбике Өмірбаевна Әлімжанқызы, Kalbike Yessenova — Tue, 31 Mar 2026 00:00:00 +0600

Introduction. In modern society, one of the main tasks of the education system is to instill national and universal values in the younger generation. In this regard, linguistic axiology, a field that studies values in language, has emerged, and the issue of integrating it into educational content has become one of the pressing challenges. Methodology and Methods. The study involved an analysis of textbooks and curricula in the Kazakh language for grades 10–11 and a survey of Kazakh language and literature teachers (n=86). Results. The survey revealed five main groups of barriers: cognitive-conceptual, content-cultural, psychological-motivational, related to language environment and knowledge level, and methodological. Scientific novelty. The article presents a comprehensive psycholinguistic analysis of the barriers arising in the process of high school students’ acquisition of linguo-axiological units (proverbs, phraseological units, and words with symbolic meaning) that contribute to the assimilation of national and cultural values, identifying their content-related and functional characteristics. Practical significance. The proposed ways to overcome these challenges include interdisciplinary integration, game-based and creative methods, the use of national-cultural material, and motivational support. The article highlights the methodological aspects of teaching the value content of Kazakh proverbs, phraseological units, and symbolic words, emphasizing their educational potential.

Technologies for the Integration of Children with Special Educational Needs into the Developing Environment of Preschool Organizations

Mon, 31 Mar 2025 00:00:00 +0600

Introduction. In the context of the transformation of the educational paradigm and the shift towards inclusive education, technological solutions are becoming a key factor in ensuring equal opportunities for all categories of learners. This article explores the problem of integrating children with special educational needs (SEN) into the developmental environment of preschool institutions through the use of modern technologies. Methodology and methods. The study involved 27 preschool teachers. The survey included an assessment of material and technical resources, an analysis of the frequency of technology use, and a measurement of teachers' competency levels. Results. A critical gap was identified between the needs of inclusive education and the actual conditions for its implementation. Only 11.1% of institutions are fully equipped with the necessary technological equipment, while 85.2% of existing technologies are characterized as obsolete. A differentiation in the use of technologies was revealed: they are actively used for socialization (81.5%) and cognitive development (77.8%), but are insufficiently applied for the correction of behavioral disorders (29.6%). Scientific novelty. It has been experimentally proven that the effectiveness of technological integration of children with SEN is determined not only by the availability of technical means, but also by a complex of interrelated factors. A disproportion between teachers' high motivation to master technologies (4.22/5) and their low actual competency in assistive technologies (2.96/5) was identified and quantified. Practical significance. The research results can be used to develop modernization programs for preschool inclusive education. The identified barriers and teacher needs form the basis for creating a comprehensive system to support technological transformation. The proposed model for assessing technological readiness can be used to monitor the effectiveness of the implementation of digital solutions.

The Impact of Various Theoretical Approaches on the Development of Students’ Soft Skills

Бағдат Баймуханбетов, Gulzhan Nyiazova , Dinara Berdi , Sherzod Ramankulov — Tue, 31 Mar 2026 00:00:00 +0600

Introduction. The study examines the theoretical foundations underlying the development of soft skills in
contemporary education, focusing on three major learning theories: constructivism, humanistic pedagogy, and socio-cognitive theory. The research addresses the problem of identifying how these theoretical perspectives shape instructional approaches aimed at fostering students’ personal, social, and self-regulatory competencies. Methodology and Methods. A theoretical and analytical review of key concepts, principles, and trends within the selected learning theories was conducted. Their core assumptions were comparatively analyzed to determine their pedagogical implications for soft skills development. Results. The analysis revealed that constructivism emphasizes the active construction of knowledge through learners’ prior experience and social interaction, thereby supporting collaboration and critical thinking. Humanistic pedagogy prioritizes student-centered learning, individual interests, and personal growth, contributing to the development of self-awareness and intrinsic motivation. Socio-cognitive theory highlights the role of social interaction, observational learning, and self-regulation in shaping behavior and independent performance. Collectively, these theoretical frameworks provide complementary mechanisms for cultivating communication skills, autonomy, and adaptive competence. Scientific novelty. The study systematizes the contribution of three major learning theories to the conceptualization of soft skills development and clarifies their integrative potential in modern educational practice. Practical significance. The findings underscore the importance of selecting pedagogical strategies grounded in these theoretical approaches to effectively support the development of soft skills tailored to individual learners’ needs.

Innovative Facilitative Technology for Psychological and Pedagogical Support of Adolescents’ Emotional and Behavioral Development

Roman Ponomarev, Gulnaz Abildayeva — Tue, 31 Mar 2026 00:00:00 +0600

Introduction. The article addresses the development and substantiation of an innovative facilitative technology
for psychological and pedagogical support of adolescents’ emotional and behavioral development. The study’s relevance stems from increasing emotional and behavioral instability among students with mental developmental delay (MDD), requiring comprehensive, scientifically grounded corrective approaches that traditional methods fail to provide. Methodology and Methods. The methodological framework integrates cultural historical theory, principles of the facilitative approach, and contemporary concepts of emotional and behavioral development in adolescents with Major Depressive Disorder. Methods include psychological and pedagogical diagnostics, implementation of experimental technology, pedagogical observation, expert evaluation, and qualitative and quantitative data analysis. Results. The three-module facilitative technology demonstrated effectiveness through increased emotional awareness, reduced impulsive and aggressive behaviors, and formation of stable adaptive patterns. Statistically significant positive dynamics in emotional and behavioral development of adolescents with MDD were confirmed. Scientific novelty. The study conceptualizes the facilitative approach as integration of emotional-cognitive, behavioral, and social-communicative strategies into unified technology, identifying criteria and indicators for dynamics of emotional-behavioral regulation essential for personalized corrective intervention trajectories. Practical significance. The technology provides a comprehensive tool for psychological and pedagogical support systems, including: a support program fostering emotional resilience and correcting behavioral difficulties; a game-based practicum for emotional and behavioral development (GPEBD) targeting negative emotional states; functional modules adapted to MDD characteristics; and an indicator map enabling individualized corrective interventions.

Development of Students' Research Skills Through STEM Education (Survey Results)

Aigerim Baikulova, Aigerim Tolkynbayeva, Oketay Sagymbay — Tue, 31 Mar 2026 00:00:00 +0600

Introduction. The study focuses on developing research competencies among students through the integration of innovative STEM-based pedagogical approaches in geography education. In response to the societal demand for digitalization and the need to prepare students for solving complex interdisciplinary tasks, the research provides theoretical substantiation and experimental validation of STEM-methodology effectiveness in fostering research skills among 7th-grade students during geography lessons. Methodology and Methods. A quasi-experimental design was implemented with 161 undergraduate students, involving 27 participants from a secondary educational institution. Data collection employed a structured closed-ended questionnaire comprising five core items designed to assess the frequency of research task implementation, student interest in technological approaches, preferences regarding project formats, and perceived didactic effectiveness of STEM integration. The survey was conducted in accordance with bioethics principles, with informed consent obtained from both participants and their guardians. Quantitative analysis included frequency distributions and correlation assessments of respondent preferences. Results. Despite low systematic application of research methodologies in current educational practice - with only 7.4% of students regularly performing such tasks - 92.6% of respondents demonstrated high interest in integrating STEM components into geography education. The majority of students (74%) acknowledged the positive impact of STEM approaches on developing research competencies, while 63% reported their superiority over traditional methods in terms of comprehension and material retention. STEM integration was associated with increased student engagement in technology-enhanced learning formats and collaborative project-based activities. Scientific novelty. The study empirically demonstrates that systematic STEM-methodology application represents a viable model for transforming geography instruction from knowledge-transmission to inquiry-based learning, substantiating the connection between technological integration and enhanced research skill development among secondary students. Practical significance. The findings support the implementation of STEM-enhanced geography curricula to strengthen research competencies, particularly among early adolescents. The model can be adapted for broader subject areas and educational levels, with recommendations for increasing the frequency and consistency of research-oriented tasks through interdisciplinary project design, technological tool integration, and structured mentoring of student investigations.

An Integrative Model for Assessing Students’ Personal Development: Recommendations

Sarzhanova G.B., Nurgul Serikbayeva — Tue, 31 Mar 2026 00:00:00 +0600

Introduction. In the context of global educational trends and updating the content of secondary education in the Republic of Kazakhstan, the problem of developing a scientifically based system for assessing students’ personal results is particularly relevant. The study aims to theoretically substantiate and design an integrative
model for assessing the personal development of schoolchildren, adapted to the socio-cultural and regulatory context of Kazakhstan. The article presents an analysis of modern international and domestic approaches to the assessment of meta-subject and personal results, including 21st-century competencies, socio-emotional skills, value orientations. Results. The critical and analytical work allowed us to identify some scientific and methodological imperfections of pedagogical practices, such as the dominance of summary assessment and the lack of consistency in the implementation of reforms. Scientific novelty. The authors propose a multicomponent integrative model combining criterion-oriented, dynamic, qualitative-quantitative, and reflexive-developmental approaches. An adapted portfolio of personal achievements, scales of situational assessment, reflective journals, and the method of longitudinal observation are recommended as key tools. Practical significance. Special attention is paid to methodological recommendations for the implementation of the model at the institutional level: phasing, training of teaching staff, development of a local regulatory framework, and minimizing the risks of formalization. The logical result is a practical recommendation in the form of a developed model that
contributes to improving the assessment policy in school education in a personality-oriented approach.

Modernizing Higher Education Programs with Crowdsourcing

Tue, 31 Mar 2026 00:00:00 +0600

Introduction. The modernization of educational programs in the context of digital transformation requires the prompt consideration of the opinions of all participants in the educational process. This article examines the potential of crowdsourcing as a tool for the collective design of educational programs, enabling the integration of the expertise of employers, students, and the academic community. Methodology and Methods. The theoretical and methodological framework of the study is grounded in the socio-psychological theory of social constructivism (mechanisms of external assimilation and external accommodation). The research employed descriptive statistics, expert evaluation, and structural analysis, as well as methods for assessing resource intensity and resource efficiency. Results. The practical implementation of the developed model demonstrated that crowdsourcing serves as an effective mechanism for the inclusive development of higher education. Its adoption ensured synergy between academic rigor and practical expertise, making it possible to modernize the structure of educational programs within a short timeframe, taking into account the perspectives of all stakeholders. Scientific Novelty. The adaptation of crowdsourcing technology to the development of higher education programs expands
the methodological toolkit for quality management in higher education, with practical Significance. The study
highlights the potential application of the proposed crowdsourcing models for designing flexible educational
pathways. The findings may be used in the development of digital platforms for labor market monitoring and
university-industry collaboration, thereby contributing to the formation of relevant professional competencies
among graduates.