Pedagogy and Psychology

Methodological Foundations of Meta-Competence Development in Future Educational Psychologists within Digital Learning Environments

Ainur Makulova, Kunslu Tussubekova — Tue, 30 Jun 2026 00:00:00 +0600

Introduction. The digital transformation of higher education has changed the professional preparation of
future educational psychologists and requires competencies that go beyond the technical use of digital tools. This study aims to substantiate the methodological foundations for developing meta-competence in future educational psychologists within digital learning environments and to propose a conceptual model that reflects the professional specificity of psycho-pedagogical support. Methodology and Methods. The research is based on theoretical analysis, comparative interpretation of international competence frameworks, conceptual generalization of contemporary studies on digital competence and innovative professional behavior, and model construction. Results. The findings substantiate that digital technologies in the training of future educational
psychologists should be conceptualized not merely as instructional tools but as a comprehensive environment of professional development. The article proposes an authorial model of the meta-competence structure of future educational psychologists in the digital educational environment. The scientific novelty of the study lies in the theoretical and methodological integration of international digital competence frameworks with the logic of meta-competence development of future educational psychologists. For the first time, the digital training of specialists in this profile is conceptualized not merely as the acquisition of digital literacy, but as the formation of innovation-oriented professional agency. The practical significance of the study lies in the applicability of the proposed model for the design of educational modules and courses, the development of assessment criteria, diagnostic rubrics, and tools for subsequent empirical validation in the system of training future educational psychologists.

Preparing Future Educational Psychologists for Tutoring Support of Gifted Children

Lazat Aripbayeva, Yucel Gelisli , Ardak Alipbek — Tue, 30 Jun 2026 00:00:00 +0600

Introduction. The article addresses the problem of preparing future educational psychologists for tutoring support of gifted children. The study aims to identify the level of readiness of future educational psychologists to implement tutoring activities with gifted students and to substantiate the necessity of purposeful development of relevant competencies within the professional training process. Methodology and Methods. The theoretical part of the study employed the method of analyzing domestic and international psychological and pedagogical literature on the issues of giftedness, tutoring support, and professional training of educational psychologists. The empirical part included a pilot survey of 37 students enrolled in the program 6B01101 Pedagogy and Psychology at A. Myrzakhmetov Kokshetau University, comprising four closed-ended questions aimed at diagnosing awareness of tutoring support, understanding of the needs of gifted children, self-assessment of the level of professional readiness, and attitudes toward the necessity of specialized training. Results. The study revealed a gap between students' intuitive awareness of the specific needs of gifted children and their actual readiness to implement tutoring support in professional practice. The majority of respondents assessed the level of relevant training provided by the current educational program as insufficient. Scientific Novelty. The theoretical foundations of tutoring support for gifted children have been systematized and analyzed in the context of the professional training of educational psychologists. Practical Significance. The findings substantiate the necessity of purposefully incorporating tutoring competencies into the content of professional training for future educational psychologists and may serve as a basis for developing specialized courses and programs aimed at building readiness for tutoring support of gifted children within higher professional education.

Development of Recurrent Skills of Future Teachers of Preschool Organizations Based on Artificial Intelligence Technologies

Эльмира Оразалиева, Song Yanjie, — Tue, 30 Jun 2026 00:00:00 +0600

Introduction. The recurrent nature of the professional activity of a preschool educator in a dynamically changing educational environment necessitates not a one-time acquisition of professional skills, but their sustained, cyclically reproducible application in practical work. Methodology and Methods. The empirical basis of the study consisted of a closed-ended survey of 49 third-year students enrolled in the degree programme 6В01201 Preschool Education and Upbringing. Results. The survey results among third-year students of a pedagogical specialisation revealed that the majority of respondents encountered the concept of "recurrent skills" for the first time (61%); however, they acknowledged the need for their purposeful development, critically assessed the existing educational programme as insufficiently oriented towards their formation, and expressed a preference for teaching practice with reflective components (39%) and AI-based simulations (37%) over traditional formats such as mentoring (14%) and portfolio-based approaches (10%). Theoretical Significance. The study introduces the concept of "recurrent skills" as an independent category of pedagogical knowledge, thereby expanding the theoretical understanding of the nature of professional development of a preschool educator. Practical Significance. The findings may be applied in the design of educational programmes for the training of future preschool educators, oriented towards the cyclically reproducible acquisition of professional skills through the use of reflective practices and artificial intelligence technologies.

Examining the Connection between Teacher Professional Identity and Burnout Levels in Educators

Gulnara Rizakhojayeva, Yulduz Djamalova — Tue, 30 Jun 2026 00:00:00 +0600

Introduction. This study examines the professional identity and burnout levels of English language teachers in Turkistan. Methodology and methods. The study was conducted using the Professional Identity Scale and the Maslach Burnout Inventory. A total of 80 teachers from different educational institutions participated in the research. Descriptive statistics showed that teachers generally report moderate burnout and a stable perception of their professional identity across subject-matter, pedagogical, and didactical domains. Reliability analysis indicated strong internal consistency for all subscales. Correlation analysis revealed a meaningful relationship between the two constructs, with the strongest link observed between professional identity and the personal accomplishment component of burnout. Results. Emotional exhaustion and depersonalization showed weaker associations with identity dimensions. These findings suggest that teachers’ sense of professional effectiveness plays a central role in supporting their well-being and may reduce vulnerability to burnout. Scientific novelty. The research shows empirically how scientific dimensions of teacher professional identity are associated with distinct components of burnout, also clarifies which identity profiles function as protective factors or risk factors for burnout. The practical significance is that the finding can be used to identify educators earlier, to design targeted interventions to prevent burnout.

The Impact of Artificial Intelligence on Cognitive Skills Development in Future Teachers

Tue, 30 Jun 2026 00:00:00 +0600

Introduction. The study investigates the impact of Artificial Intelligence (AI), particularly ChatGPT, on the development of cognitive skills in future specialists. It explores how AI integration into higher education can enhance critical thinking, problem-solving abilities, and personalized learning while addressing ethical concerns such as academic integrity, technological dependence, and data privacy. Methodology and Methods. A mixed-methods approach was applied, combining qualitative and quantitative techniques. Data were collected from 148 third- and fourth-year students of the "Teaching and Primary Education Methodology" program at the Kazakh National Women’s Pedagogical University in Almaty through surveys, questionnaires, and semi-structured interviews. Statistical analyses, including t-tests and ANOVA, were employed to examine the effects of ChatGPT on students’ cognitive activity, learning engagement, and perception of AI in education. Results. Findings indicate that ChatGPT significantly enhances students’ analytical and problem-solving skills, promotes deeper comprehension of content, and increases engagement and motivation. A majority of students (57.5%) reported that AI enables personalized learning pathways, while 24.8% emphasized its role in monitoring academic progress. Identified challenges include ethical considerations, limited technical support, and data privacy concerns. Nevertheless, AI tools were generally perceived as beneficial for cognitive skill development and active learning. Scientific novelty. The study demonstrates that AI, when ethically integrated, fosters cognitive growth and critical thinking in future specialists. Practical significance. The results provide evidence-based recommendations for using AI in education, emphasizing responsible implementation to enhance learning quality, motivation, and individualized educational trajectories.

Features of Training Future Physical Education Teachers based on the Co-Teaching Method in Inclusive Education

Ernar Ospankulov, Aida Ussenova, Laura Butabayeva , Akbota Seitova — Tue, 30 Jun 2026 00:00:00 +0600

Introduction. This article addresses the issue of preparation of future physical education teachers in inclusive education settings requires innovative pedagogical approaches that ensure all students, regardless of their abilities, receive equitable learning opportunities. Methodology and methods. The research employed a mixedmethods design combining quantitative and qualitative approaches. The study involved undergraduate students majoring in physical education who participated in experimental training focused on co-teaching practices in inclusive settings. In this study, several research methods, including pedagogical observation, student surveys, analysis of reflective journals, and assessment of professional competencies before and after the implementation
of the co-teaching approach were applied. To determine the effectiveness of the intervention, statistical analysis was conducted to compare changes in students’ preparedness for inclusive teaching and collaborative
professional work. Results. Analysis of the results showed that co-teaching had a positive influence on the
professional development of future physical education teachers. Students became more confident in organizing
inclusive lessons, interacting with peers, and adapting teaching strategies to different learners’ needs. The study also identified several factors that played an important role in the success of co-teaching. Among them were joint lesson preparation, clearly defined responsibilities between teaching partners, collaborative decisionmaking, and regular reflection on classroom experiences. At the same time, participants reported a number of difficulties, particularly at the initial stage of implementation. Scientific novelty. The study’s novelty lies in the substantiation of co-teaching as an effective pedagogical technology for preparing future physical education teachers specifically for inclusive educational environments. This research expands existing approaches to teacher preparation by integrating collaborative instructional models into physical education pedagogy and identifying organizational and methodological conditions necessary for successful implementation. Practical significance. The present study is associated with the possibility of applying the proposed co-teaching model in higher education institutions that train future teachers. The obtained results can be used in the development of educational programs, teaching practice modules, and professional development courses aimed at strengthening inclusive competence.

The Symbiosis of Silicon and Neuron: Hybridizing Cognitive Habitus and the Sociological Transformation of Genius in Gifted Students

ERBUDAK EBRU — Tue, 30 Jun 2026 00:00:00 +0600

Introduction. The study addresses the sociological transformation of giftedness and genius in the context
of artificial intelligence, examining how the boundaries between human cognition and algorithmic systems
are becoming increasingly blurred in the contemporary digital era. Consequently, traditional conceptions of
giftedness, grounded in biological determinism and individual cognitive performance, require reconsideration, as
they no longer adequately account for the cognitive experiences of gifted students engaging with AI technologies.
Methodology and Methods. The study employed a conceptual and intertextual analysis strategy grounded in
a post-humanist theoretical framework. Drawing on Pierre Bourdieu’s habitus theory, Actor-Network Theory,
and the Extended Mind Hypothesis, the research systematically reviewed national and international academic
literature from databases including Web of Science, Scopus, ERIC, Google Scholar, and JSTOR. Results.
The findings indicate that gifted students experience AI not merely as a functional tool but as an extension
of their cognitive processes, giving rise to a “hybridized cognitive habitus” in which emotion, intuition, and
algorithmic thinking converge. Furthermore, cognitive processes integrated with AI restructure cultural capital
through algorithmic competencies, generating a new form of digital cognitive elitism. Scientific novelty. The
scientific novelty lies in introducing the concept of “Symbiotic Genius” and “hybridized cognitive habitus” as
new theoretical frameworks that redefine giftedness beyond biological boundaries within the age of artificial
intelligence. Practical significance. The results can be used to reconceptualize educational policies, curriculum
design, and social adaptation strategies to align with the emerging hybrid cognitive reality of gifted students,
while also addressing issues of cognitive justice and equal access to AI technologies in education.

Factors Influencing the Choice of Minor Additional Educational Programs

Tue, 30 Jun 2026 00:00:00 +0600

The study addresses students’ decision-making in the selection of minor additional educational programs in higher education. Minor programs enhance academic flexibility, interdisciplinary learning, and professional development by allowing students to complement their primary field of study with additional knowledge and competencies aligned with their interests and career aspirations. However, the factors influencing students’ choices of Minor programs remain insufficiently studied. Methodology and Methods. The study employed a quantitative research design based on an online survey aimed at examining students’ perceptions, preferences, and factors influencing the selection of Minor courses. Particular attention was paid to course choice determinants, preferred areas of study, and sources of guidance. Results. The findings indicated that students primarily consider instructor expertise, future career opportunities, expected professional benefits, personal capabilities, and the desire to acquire new knowledge when choosing Minor courses. Experienced peers, family members, and official information sources were also found to influence students’ decisions. Scientific novelty. The scientific novelty lies in identifying the key motivational, professional, and informational factors that determine students’ selection of Minor programs. Practical significance. The results can be used to improve the design, promotion, and organization of Minor programs in higher education, strengthen student guidance mechanisms, and align Minor courses with students’ needs and career expectations.

The Impact of Neurogames on the Development of Creative Skills Among Preschool Group Children

Zhanar Shazhabaeva, Salima Seitnova , Аlina Nurmakhanbetova — Tue, 30 Jun 2026 00:00:00 +0600

Introduction. This article provides a comprehensive examination of the impact of neurogames on the
development of creative skills in children of the preschool preparatory group. Based on the interconnection between cognitive, emotional, and sensorimotor systems in children aged 5–6, the authors present neurogames as a scientifically grounded tool for activating creative potential. In the context of growing interest in preschool education methods that stimulate brain activity, enhance sensorimotor coordination, and develop imaginative thinking, the implementation of neurogames is viewed as a relevant pedagogical task. Methodology and Methods. The research was conducted in preschool institutions by adapting neurogames to organized educational activities such as “Speech Development”, “Children’s Literature”, “Fundamentals of Mathematics,” and “Introduction to the Surrounding World”. The study applied various methods, including sensory integration, imagination and creative thinking exercises, the “Neuromatryoshka” method, the method for assessing emotional response, as well as correlation and regression analysis to evaluate the effectiveness of the neurogames. Results. The authors empirically confirmed the effectiveness of neurogames in expanding children’s vocabulary, enhancing emotional responsiveness, and stimulating imagination and figurative thinking, achieving positive outcomes. Comparative and quantitative analyses demonstrated that neurogames have a comprehensive positive influence on the development of cognitive, sensorimotor, emotional-volitional, and creative components of activity. Scientific novelty. The results suggest that stimulating brain activity through neurogames is an effective means of fostering creative skills in preschool-aged children. Practical Significance. The presented research is a scientific-practical work aimed at modernizing the content of preschool education and integrating innovative neuropedagogical approaches into educational practice.

Digital Tools to Support Children with Special Educational Needs in Inclusive Education: A Mixed-Methods Study

Tue, 30 Jun 2026 00:00:00 +0600

Introduction. Digital transformation in education creates new opportunities to support children with special educational needs (SEN/SEND) in inclusive classrooms, but the effectiveness of digital tools depends on purposeful pedagogical integration, accessibility, and collaboration with families. Methodology and Methods. A mixed-methods study (sequential explanatory design) with a quasi-experimental pretest–posttest non-equivalent groups design was conducted in inclusive primary school settings. Participants included 84 children with SEN (7–11 years), 24 educators, and 52 parents. The 12-week intervention implemented a structured toolset (AAC, reading/writing supports such as text-to-speech and speech-to-text, visual schedules and timers, multimodal interactive tasks, and teacher monitoring tools). Outcomes included learning engagement, task completion, independence, communication participation, teacher re-instruction time, and parent-rated home learning independence; qualitative data were gathered via interviews and thematic analysis. Results. Compared with the comparison group, the experimental group demonstrated higher posttest outcomes (ANCOVA, p < .05): engagement (+13.9 vs +4.2), task completion (+17.6% vs +5.1%), and independence (+2.6 vs +0.8 steps). Teacher re-instruction time decreased more substantially (−8.8 vs −1.9 min/lesson). Subgroup gains were notable for AAC users (median initiatives 2→6 vs 2→3) and learners with reading/writing difficulties (reading speed +14.2 vs +5.1 words/min; writing accuracy +16.8 vs +7.4 p.p.). Implementation fidelity averaged 82%; interviews highlighted improved accessibility and independence alongside infrastructure constraints. Scientific novelty. The study provides an evidence-based, school-embedded evaluation of a function-oriented digital support toolkit for SEN learners, combining effectiveness outcomes with implementation fidelity, teacher workload indicators, and home-independence data. Practical significance. Findings justify a scalable model for selecting and integrating digital tools by functional needs, embedding them into lesson structure and remedial support, and organising teacher–specialist–parent collaboration to enhance participation, accessibility, and independence in inclusive education.

Pedagogical Architecture of Dialogic Communication of Primary School Children with Emotional-Volitional Regulation: Experimental Verification

Tue, 30 Jun 2026 00:00:00 +0600

Introduction. The article examines the formation of dialogic communication in primary school children
with emotional-volitional dysregulation as an important condition for their socialization, learning activity, and
overall development. The relevance of the study is determined by the close relationship between dialogic speech, emotional stability, self-regulation, and the child’s ability to interact effectively with peers and adults. Methodology and Methods. The empirical study was conducted using the following diagnostic tools: “Diagnostics of Dialogic Speech in Primary School Children”, “Communicative Activity of Primary School Children”, and the “Protocol for Pedagogical Assessment of Children with ASD”. To analyze the distribution of communicative activity levels across Grades 1–3, Pearson’s χ² test was applied. Results. The results showed statistically significant differences in communicative activity levels among primary school children of different age groups. It was found that
emotional-volitional dysregulation negatively affects the development of dialogic communication, behavioral
regulation, and the child’s ability to maintain productive interaction. Scientific novelty. The study substantiates
the relationship between emotional-volitional difficulties and the level of dialogic communication development
in primary school children. Practical significance. The obtained results can be used in the development of
corrective, pedagogical, and psychological support programs aimed at improving communicative competence in children with emotional-volitional dysregulation.

The Ecophysiology Integration of digital educational resources and scientific research activities in teaching the subject of "Ecophysiology"

Tue, 30 Jun 2026 00:00:00 +0600

Introduction. The article describes the experience of integrating digital educational resources and research activities into the teaching of the elective course" Ecophysiology". The purpose of the study was to test the pre-prepared digital learning formats, which include scientific practices aimed at developing students ' research competencies, as well as references in the textbook "workshop of Ecophysiology". The results showed an increase in the motivation of students, the development of research skills and an improvement in the performance of practical tasks. It was found that the integration of digital and research components helps to increase learning motivation, develop analytical skills, and form the basis of scientific thinking in students. Students of this research work miro.com on the board analyzed using the fishbone method. Currently, each of the plants belonging to the genus Amaranthus has its own profile of antimicrobial action, which makes it possible to use them for their intended purpose in the fields of Pharmacology, microbiology and biotechnology. Digital visualization with the concept of G. Selye helped to show and understand the results more deeply. The effectiveness of the integration of digital and research components in scientific education has been proven.

The Role of Digital Didactics in the Development of the Linguistic Personality in Primary School

Махаббат БАЙМЕНОВА, Бейбиткуль КАРИМОВА, Гульмира МАЙЛЫБАЕВА, Айгүл ИСКАКОВА — Tue, 30 Jun 2026 00:00:00 +0600

Introduction. The article considers the role of digital didactics in the formation of the language personality
of primary school students. In the context of the digital transformation of education, scientific analysis of the
possibilities of digital storytelling, gamification, interactive platforms, and multimodal learning resources
for the development of students’ vocabulary, communicative activity, and basic language skills is relevant. Methodology and methods. The study was conducted in the format of a theoretical and analytical literature review. The Scopus, Web of Science, and Google Scholar databases were used to select scientific publications. The study used comparative analysis, descriptive analysis, and content systematization methods. Results. The analysis showed that the impact of digital didactics on the language development of primary school students is manifested in several areas: increasing motivation to read, expanding vocabulary, improving pronunciation, listening, reading, and writing, personalizing learning, and providing instant feedback. Scientific novelty. The scientific novelty of the study is the comprehensive systematization of the impact of digital didactics on the formation of the linguistic personality of primary school students in the unity of digital storytelling, gamification, and neurodidactic principles. The article substantiates the role of digital tools in language education not only as a technical resource, but also as a pedagogical system that supports communicative and cognitive development. Practical significance. The results of the study are an effective methodological guide for primary school teachers, methodologists, and developers of digital educational resources.

The impact of digital media on aggressive behavior of adolescents in single-parent families

Tue, 30 Jun 2026 00:00:00 +0600

Introduction: This article examines the impact of digital media on the aggressive behavior of adolescents raised in single-parent families. The process of digitalization in modern society directly influences adolescents’ social adaptation, value orientations, and the formation of behavioral models. In particular, the limited emotional support characteristic of single-parent family environments intensifies the influence of digital space. Methodology and Methods: The aim of the study is to identify the mechanisms through which digital media factors affect the formation of aggressive behavior among adolescents in single-parent families. The study employed theoretical analysis, comparative method, content analysis, and interpretation of empirical data. Results: The findings indicate that aggressive content in digital media, cyberbullying, violent elements in online games, and deviant narratives on social media significantly influence adolescents’ behavioral responses. Scientific Novelty: The scientific novelty of the study lies in the comprehensive analysis of the influence of digital media within the socio-psychological context of single-parent families and in the systematization of media-related factors that contribute to the formation of aggression among adolescents. Practical Significance: The results of the study may be applied in the development and implementation of pedagogical and psychological interventions aimed at preventing aggressive behavior among adolescents and improving media literacy in single-parent family contexts.

Formation of Media Literacy in Future Teachers of Preschool Organization

MEHMET AKIF SÖZER , ULSAYA JANEGIZOVA , Aksaule Mankesh — Tue, 30 Jun 2026 00:00:00 +0600

Introduction. The study addresses the problem of media literacy development among pre-service teachers of preschool education within the context of professional training. The relevance of the topic is driven by the growing role of the digital media environment in the lives of preschool-aged children and the insufficient preparedness of students to engage in media education activities. Methodology and Methods. A survey was conducted among 41 third-year students enrolled in the 6В012 Preschool Education and Upbringing programme at Abai Kazakh National Pedagogical University. The research instrument was a closed-ended questionnaire designed to diagnose students' perceptions of media literacy as a professional competency of a preschool teacher. Results. It was found that the majority of respondents generally recognise the professional significance of media literacy (58.5%); however, they demonstrate reductive perceptions of its cognitive dimension and tend towards a restrictive model of media upbringing. A persistent conflation of the technical and cognitive components of media literacy was identified, along with insufficient readiness among students to conduct media literacy outreach work with families of pupils. Scientific Novelty. Empirical data have been obtained on pre-service preschool teachers' perceptions of media literacy as a professional competency within the contemporary information and media environment. Practical Significance. The findings of the study may be applied in designing the content of professional cycle disciplines, developing teaching placement programmes, and creating diagnostic instruments for assessing the media literacy of student teachers.