Pedagogy and Psychology

Open Book Exams in Higher Education: A Systematic Review

Andrey Shunko — Mon, 30 Jun 2025 00:00:00 +0600

The traditional exam system is in crisis as it focuses on rote memorization and high loads, which increase student anxiety and reduce the level of practical training. In response to these challenges, more attention is being paid to innovative assessment formats, such as open-book exams (OBE), aimed at developing critical thinking, self-regulated learning, and deep understanding of the material. Methodology and Methods. A systematic review analyzed 20 studies published between 1950 and 2025, involving 3,349 participants from 11 countries. The studies were conducted in accordance with PRISMA guidelines. Databases such as PubMed, Web of Science, and Scopus were used, along with citation and reference analysis to identify relevant publications. Data were collected and synthesized thematically to identify key trends and effects of OBE implementation. Results. The review showed that OBEs significantly reduce student anxiety by focusing on understanding and applying knowledge rather than mere memorization. They promote critical thinking, self-learning skills, and deeper engagement with learning materials. However, the effectiveness of OBEs depends on proper question design, preparation strategies, and implementation. Scientific Novelty. This study represents the first systematic review covering data over a 75-year period and examining the impact of OBEs on educational outcomes, students' emotional state, and cognitive development. Practical Significance. The findings highlight the potential of OBEs as a tool for improving the quality of education and preparing students for professional activities, especially when implemented thoughtfully.

Practice-Oriented Tasks for Increasing Motivation in STEM Education

Gulfat Kalelova, Bahadurkhan Abdimanapov, ILGIZAR GAISIN, Emin Atasoy — Mon, 30 Jun 2025 00:00:00 +0600

The study addresses the problem of enhancing student motivation in learning cause-and-effect relationships in nature through the implementation of practice-oriented educational tasks and illustrative materials. Methodology and Methods. A pedagogical experiment was conducted with control and experimental groups, where active teaching methods were applied in the experimental group through the performance of practical tasks designed to identify cause-and-effect relationships using illustrative materials. Results. It was established that meaningful and didactically well-structured learning activities play a crucial role in fostering student motivation by enabling learners to engage consciously with educational content in real-life contexts. The experimental group demonstrated significantly higher student engagement compared to the control group, showing greater interest in practical activities and higher motivation to succeed. Successful completion of practice-oriented tasks instilled a sense of achievement and self-confidence in students. Scientific novelty. The effectiveness of practice-oriented tasks as a motivational tool that promotes active and conscious learning in studying cause-and-effect relationships in nature has been proven. Practical significance. The developed approach can be applied to improve the quality of the educational process, achieve defined learning objectives, and sustain increased student motivation for research-based and project-oriented learning activities.

Innovative Model of Formation of Reading Interest in Primary School Students

Nazereke Shakhanova — Mon, 30 Jun 2025 00:00:00 +0600

The study presents theoretical substantiation of an innovative model for developing reading
interest among primary school students in the context of digitalization of social life, addressing the absence
of a systematic scientifically-based approach to developing reading interest in younger schoolchildren in
pedagogical practice. Methodology and Methods. The methodological foundation consists of activity-based,
personality-oriented, and systemic approaches, whose integration ensures comprehensive impact on the
formation of reading interest as a multi-component personal formation. The research methodology includes
theoretical analysis and modeling of the educational process. Results. A comprehensive model was developed
comprising four interconnected components: target-oriented (aimed at developing stable emotionally-positive attitude toward reading), content-based (including motivational-value, cognitive, and activity-reflective blocks), technological (defining forms, technologies, methods, and means), and result-evaluation (containing criteria and levels of formation). Four stages of reading interest formation were identified: preparatory, introductory, developmental, and creative-independent. Pedagogical conditions for effective development were substantiated: creating favorable reading environment, developing systematic reading activities, fostering active reading position, and applying diverse pedagogical technologies. Scientific novelty. The research systematizes scientific approaches to reading interest formation and creates a comprehensive model that accounts for psychological and pedagogical characteristics of primary school age in the digital era. Practical significance. The proposed model can be implemented in primary school educational processes to enhance the effectiveness of developing students’ reading interest and improve pedagogical practice in the context of modern digitalization challenges.

Innovative Play-Based Methodologies for Development of Communication Skills of Preschoolers

Mon, 30 Jun 2025 00:00:00 +0600

The study examines the challenges of fostering communicative competencies among preschool
aged children through play-based pedagogical approaches, addressing the need for systematic approaches to developing communication skills in early childhood education. Methodology and Methods. The research employs comprehensive theoretical analysis of fundamental characteristics underlying communicative skills, drawing upon seminal contributions from distinguished scholars including L.S. Vygotsky, A.V. Zaporozhets, M.I. Lisina, T.A. Repina, E.V. Subbotsky, S.G. Yakobson, and other prominent figures in developmental psychology and educational theory. A systematic taxonomy approach was utilized to categorize communicative competencies. Results. The investigation provides conceptual clarification of communication skills and presents a systematic taxonomy encompassing three primary dimensions: informational-communicative, regulatory-communicative, and affective-communicative competencies. Contemporary gaming methodologies demonstrating significant potential for advancing communicative skill acquisition were delineated. Evaluative criteria encompassing cognitive, motivational, and behavioral dimensions were established, with three developmental proficiency levels identified: emergent, developing, and advanced. A comprehensive diagnostic protocol for assessing communicative skill development in preschool populations was developed. Scientific novelty. The research elucidates scientific and theoretical frameworks underlying communicative skill development in preschool children, conceptualizing play-based activities as efficacious pedagogical instruments that facilitate acquisition of effective interpersonal interaction strategies and enhance comprehensive language development. Practical significance. Evidence-based methodological guidelines for educators were formulated to enhance communicative competency levels of young learners, providing practical tools for implementing play-based approaches in preschool educational settings.

Integrating Innovations and Traditions in Teacher Education Through Project-Based Learning

Gulnara Tasbulatovа , Yadviga Radzitskaya , Zhanar Baigozhina, Aliya Aubakirova — Mon, 30 Jun 2025 00:00:00 +0600

The study examines project-based learning as a tool for integrating innovations and traditions in
teacher training, addressing the need for more effective approaches to preparing future educators who can balance innovative methodologies with traditional pedagogical values and cultural heritage preservation. Methodology and Methods. The research employed literary analysis and empirical methods including survey and pedagogical experiment to determine the possibility of using an active model of project-based learning in teacher preparation, using elementary education as an example. A comparative analysis was conducted between experimental and control groups to evaluate the effectiveness of the proposed approach. Results. The study revealed that the current level of development of project-based learning in pedagogical universities is low, indicating a need for its enhancement. Seven integration-focused projects were tested in practice: cultural heritage in the classroom, innovative technologies in teaching, environmental education through traditions, grandparents’ stories, creative workshop, from traditions to innovations, and virtual tours of historical places. The effectiveness of the model was confirmed through comparative analysis, which demonstrated positive impact on students’ knowledge and skills levels in the experimental group. Scientific novelty. The research establishes a theoretical framework for integrating innovations and traditions through project-based learning in teacher education, providing a systematic approach to teaching future educators how to incorporate innovative approaches into traditional teaching while maintaining respect for cultural heritage. Practical significance. The developed model and tested projects provide practical tools for pedagogical universities to enhance teacher preparation programs, enabling future teachers to effectively integrate innovative methodologies with traditional values in their professional practice and improve the quality of elementary education.

Developing Adequate Self-Esteem in Primary School Students Through Innovative Educational Practices

Mon, 30 Jun 2025 00:00:00 +0600

The study discusses the features of developing adequate self-esteem in primary school students, addressing this crucial aspect of their successful adaptation and development during a critical period when children actively compare themselves with others and evaluate their achievements and failures. Methodology and Methods. The research employs theoretical analysis of cognitive, emotional, and social development processes in primary school age, examining the dynamic relationship between self-esteem formation and various developmental factors. The study includes analysis of assessment methods and pedagogical strategies for supporting individual student achievements. Results. The development of adequate self-esteem in primary school students was identified as a dynamic process closely related to their cognitive, emotional, and social development, directly affecting their self-image formation. The crucial role of teachers in developing adequate self-esteem was established, with practical recommendations developed for creating favorable classroom atmosphere and implementing appropriate assessment methods. Problems associated with both low and high self-esteem were identified, and corrective strategies for addressing negative attitudes were formulated. Scientific novelty. The research provides a comprehensive theoretical framework for understanding self-esteem development in primary school students, establishing the interconnected nature of cognitive, emotional, and social factors in this process and emphasizing the need for an integrated approach including parental involvement and psychological support. Practical significance. The study offers practical recommendations for teachers, psychologists, and parents interested in promoting harmonious development of primary school students, providing specific strategies for classroom management, assessment practices, and corrective interventions to foster adequate self-esteem formation.

Pedagogical Assessment of the Speech Activity of Modern Schoolchildren

Baglan Saurykova , Zhuldyz Abdimusa — Mon, 30 Jun 2025 00:00:00 +0600

The study addresses the need to reconsider approaches to developing speech activity among
primary school students in the modern socio-cultural context, particularly focusing on the growing pedagogical problem of students experiencing “having much knowledge without understanding” and “awareness without a speech-based foundation of comprehension.” The research examines the characteristics of speech activity development in “Literary Reading” lessons among students in inclusive education settings. Methodology and Methods. The research employs integration of theoretical-methodological and experimental-practical approaches with a focus on student personality and understanding patterns of speech development. Research methods include modified methodology by V.P. Glukhov for assessing the level of speech activity development among schoolchildren, and methodology for evaluating speech coherence by V.K. Vorobyeva and A.A. Leontiev.
Pedagogical assessment involves identifying students’ abilities to perform factual and semantic analysis of
communicative interaction. Results. The study identifies specific features and patterns of speech development
in primary school students, establishing indicators and criteria for pedagogical assessment of speech activity.
The research reveals characteristics of the speech activity development process in inclusive educational settings,
providing insights into effective approaches for modern socio-cultural contexts. Scientific novelty. The research
contributes to rethinking the essence and content of “speech activity of modern students,” offering innovative
solutions that integrate theoretical understanding with practical application in inclusive education environments,
addressing contemporary challenges in speech development. Practical significance. The findings provide
educators with evidence-based approaches for developing speech activity in “Literary Reading” lessons, offering practical assessment tools and methodological guidelines that can be effectively implemented in inclusive education settings to address the identified pedagogical challenges.

Case Method in Professional Language Education at Universities

Azhar Abdullina — Mon, 30 Jun 2025 00:00:00 +0600

The study explores the case method as an instructional strategy in foreign language education,
addressing the need to enhance language acquisition and professional competence among students while bridging the gap between theoretical knowledge and practical application in professional communication scenarios. Methodology and Methods. The research employed a competence-based approach focusing on developing students’ professional worldview and competencies. The study utilized theoretical methods including relevant literature review, and empirical methods encompassing pedagogical observation and analysis of the author’s teaching experience with second-year students in professional foreign language education settings. Results. The findings indicate that employing the case method in foreign language studies effectively develops professional competence, improves students’ ability to analyze situations, evaluate alternatives, and select optimal problem solutions. The research demonstrates that implementing the case method creates conditions closely resembling real-life scenarios and fosters development of foreign language professional competence. Teaching Professional Foreign Language through case methodology extends beyond mandatory curriculum topics by grounding instruction in current problem situations from practice, serving as a valuable tool for achieving objectives in professional communication scenarios. Scientific novelty. The research contributes to advancing pedagogical practices in professional foreign language education by establishing the theoretical framework for integrating case methodology with competence-based approaches, demonstrating how case studies can effectively bridge
linguistic and professional development needs. Practical significance. The study provides evidence-based insights
for educators to enhance foreign language teaching practices, offering practical approaches for implementing
case methodology in university settings to improve formation and development of students’ foreign language professional competence while addressing the linguistic needs of future specialists.

Teacher Initiative: A Catalyst for Effectiveness of Continuous Professional Development

Ainur Sagimbayeva , Darazha Issabayeva , Lyazzat Rakhimzhanova — Mon, 30 Jun 2025 00:00:00 +0600

The study addresses teacher initiative as a measurable indicator of continuous professional development (CPD) effectiveness in the context of global educational transformations, where CPD has become a
strategic priority for ensuring educational quality and adaptability to change. The research aims to conceptualize teacher initiative as reflecting professional maturity, autonomy, and readiness for innovation. Methodology and Methods. This theoretical and analytical study employs content analysis, comparative analysis, and systematization methods to analyze international frameworks (CPD, OECD, UNESCO), educational policies, and empirical research. The research develops an evaluation algorithm for assessing educational initiatives implemented by teachers through systematic examination of existing literature and policy documents. Results. The study establishes that teacher initiative, demonstrated through development and implementation of original methodologies, participation in professional communities, and project-based activities, contributes to both individual professional growth and institutional advancement. An evaluation model integrating quantitative and qualitative criteria was developed, emphasizing the importance of motivation, creativity, and reflection in teachers’ developmental trajectory. The research identifies key components of teacher initiative and their measurable indicators for CPD assessment. Scientific novelty. The research provides theoretical conceptualization of teacher initiative as a core measurable indicator of CPD effectiveness, offering a comprehensive framework that bridges international standards with practical evaluation approaches and establishing the theoretical foundation for integrating initiative assessment into professional development systems. Practical significance. The findings support integration of initiative as a core element in teacher evaluation and professional growth systems, providing educational administrators and policymakers with evidence-based tools for assessing and promoting teacher professional development effectiveness in contemporary educational contexts.

Graded Characteristics of Emotional Empathy of Future Teachers

Maksat Aitzhanov , Ulzharkyn Abdigapbarova — Mon, 30 Jun 2025 00:00:00 +0600

The study examines the features of emotional empathy in future teachers’ professional development, addressing the need to significantly update content and ensure quality of professional training with focus on international standards, high teaching profession status, and modernized teacher education. The research recognizes professional development as a long-term process with targeted competence content
at different levels and stages of pedagogical activity. Methodology and Methods. The study was conducted
using a sample of 3rd and 4th year undergraduate students from Akhmet Yassawi International Kazakh-Turkish University and Peoples’ Friendship University named after Academician A. Kuatbekov. The research employed systematic assessment of professionally significant personal qualities, focusing on emotional and social empathy levels, with correlation analysis examining relationships between different empathy channels. Results. The main feature of future teachers’ professional training was identified as systematic work on assessing and improving levels of professionally significant personal qualities, particularly emotional and social empathy. The study revealed that the relationship of the intuitive channel of empathy is connected to identification and the emotional channel of empathy. A negative correlation was found between emotional and empathic abilities, providing insights into the complex nature of empathic development in future educators. Scientific novelty. The research contributes to understanding the specific features of emotional empathy development in future teachers’ professional preparation, establishing the relationship between different empathy channels and identifying previously unknown negative correlations between emotional and empathic abilities in pedagogical education contexts. Practical significance. The findings provide evidence-based approaches for improving teacher education programs by incorporating systematic assessment and development of emotional empathy, offering practical tools for enhancing professionally significant personal qualities and ensuring quality professional training aligned with international standards.

Formation of Future Primary School Teachers’ Readiness for Conducting Pedagogical Diagnostics Based on ICT

Bota Ziyabekova, Aziya Zhumabaeva — Mon, 30 Jun 2025 00:00:00 +0600

The study addresses the issue of preparing future primary education teachers for conducting
pedagogical diagnostics based on information and communication technologies, identifying the main possibilities of ICT-based preparation in universities for effective diagnostic practices in primary education settings. Methodology and Methods. The research employed analysis of scientific literature to examine the current state of preparing future primary education teachers for conducting pedagogical diagnostics using information and communication technologies. A survey was conducted among teachers working in primary grades at secondary school № 185 in Almaty to determine their opinions and views on the possibilities of using information technologies for conducting pedagogical diagnostics. Results. Based on the literature study, the current state analysis revealed
the relevance of ICT-based pedagogical diagnostics preparation for future primary education teachers. The
survey results demonstrated specific opportunities that need to be provided when preparing future primary
school teachers for pedagogical diagnostics based on information and communication technologies. Teachers’
opinions and views provided insights into practical requirements and possibilities for implementing ICT-based diagnostic approaches in primary education. Scientific novelty. The research contributes to understanding the
specific requirements and possibilities for preparing future primary education teachers in ICT-based pedagogical diagnostics, establishing the theoretical foundation for integrating information technologies into diagnostic preparation programs and identifying key areas for improvement in teacher education. Practical significance. The findings provide evidence-based recommendations for universities preparing future primary education teachers, offering insights into necessary opportunities and approaches for effective ICT-based pedagogical diagnostics training that can enhance the quality of diagnostic practices in primary education settings.

Professional-Oriented Competence of Future Teachers in the Context of Digital Adaptive Learning

Moldir Kurmasheva, Ainur Zhorabekova, Marzhan Duisenova — Mon, 30 Jun 2025 00:00:00 +0600

The study addresses the critical importance of teacher skills and competences in shaping educational quality and future generations, focusing on revealing the essence and structure of professionally based competences that prospective foreign language teachers should acquire to work effectively with digital adaptive technologies in their future profession. The research recognizes that improving teacher training programs
and maintaining high teaching standards are essential for sustainable national development. Methodology and
Methods. Data was collected using a structured Likert Scale questionnaire administered to 68 participants
who rated a set of 25 competences. The research employed descriptive statistical analysis as the primary
analytical approach, with the Friedman test utilized to reveal essential differences between professionally-based
competences of prospective foreign language teachers. Results. The findings demonstrated that in-service teachers considered methodical competence as the most important professionally-based competence. The Friedman test revealed significant differences between various competences, with highest ranks assigned to competences related to effective lesson planning and classroom time management, while contemporary approaches such as hybrid learning models received the lowest rankings. The lower ranking of competences related to adaptive learning models indicated gaps in current teacher training programs. Scientific novelty. The research provides comprehensive analysis of the competence structure required for prospective foreign language teachers working with digital adaptive technologies, establishing a hierarchy of professional competences and identifying previously unrecognized gaps between traditional teaching skills and contemporary digital approaches in teacher
preparation. Practical significance. The study reveals the need for focused professional development in teacher
training programs, particularly in areas related to adaptive learning models and hybrid teaching approaches, providing evidence-based recommendations for improving the quality of foreign language teacher preparation to meet modern educational demands.

Model of Developing the Spiritual and Creative Potential of Future Teachers in the “School-University” System

Elvira Yeshenkulova — Mon, 30 Jun 2025 00:00:00 +0600

The research presents a theoretically substantiated model for developing the spiritual and
creative potential of future teachers within the “school-university” system, addressing the need for systematic
and purposeful development of these essential qualities in modern educational conditions. The study focuses
on creating an integrated approach that bridges theoretical preparation with practical implementation in teacher education. Methodology and Methods. The research employs theoretical substantiation based on axiological, systemic, person-oriented, cultural, and activity-based approaches, integrated with principles of integration, subjectivity, and spiritual-practical orientation. The methodology includes systematic modeling approach with four interrelated components and sequential developmental stages analysis. Results. A comprehensive model was developed comprising four interrelated components: target, content, technological, and assessment-results. The content component consists of motivational-value, cognitive, and activity-reflexive blocks, while the technological component includes forms, methods, tools, and technologies for developing spiritual and creative potential. Four sequential developmental stages were identified and characterized: adaptive-diagnostic, value-semantic, professional-activity, and creative-transformative. Pedagogical conditions were established including creation
of integrated spiritual and creative educational environment, development of elective courses, advancement of subject position, and application of innovative pedagogical technologies. The assessment-results component contains criteria and levels for evaluating developmental progress. Scientific novelty. The research provides theoretical foundation for integrating spiritual and creative potential development within the “school-university” system, establishing a comprehensive model that systematically addresses the multidimensional nature of teacher preparation through innovative integration of educational environments and developmental approaches. Practical significance. The proposed model ensures systematic and purposeful development of future teachers’ spiritual and creative potential, providing educational institutions with evidence-based framework and practical tools for implementing integrated teacher preparation programs that address contemporary educational demands and enhance teaching effectiveness.

Psychological and Pedagogical Issues in Developing Media Competence in Professional Training of Education Managers

Askat Kuatbekov, Olga Tapalova — Mon, 30 Jun 2025 00:00:00 +0600

The study addresses media competence as a key component of professional preparedness for future education managers in the context of digital transformation of education, responding to the growing
demand for professionals capable of critically interpreting, ethically engaging with, and productively generating media content within digital learning environments. Methodology and Methods. The research employs a mixed methods design incorporating an author-developed diagnostic questionnaire for self-assessment of media competence, along with observation, polling, and testing methods. The pedagogical impact of an online course titled “Digital Etiquette” was examined through pre- and post-intervention comparative analysis among control and experimental groups of master’s degree students to determine the effectiveness of targeted pedagogical interventions. Results. A structural model of media competence was conceptualized and empirically validated, integrating both media-specific and soft skills including critical thinking, motivation, creativity, communicative reflection, and operational readiness. The study demonstrated the effectiveness of targeted pedagogical interventions in developing media competence through systematic comparative analysis between experimental and control groups, revealing significant improvements in participants’ media competence levels following the online course intervention. Scientific novelty. The research contributes to the development and implementation of an integrated psychological-and-pedagogical programme for cultivating media competence through the fusion of digital tools and reflexive learning strategies, establishing a comprehensive theoretical framework that bridges media-specific competencies with essential soft skills for educational leadership. Practical significance. The study provides a validated framework for training education managers capable of leading ethically responsible and media-savvy educational processes in the digital age, offering evidence-based approaches and practical tools for developing media competence in future educational leaders within contemporary digital learning environments.

Discourse of a social educational teacher working with families

Almagul Kalykova, Bakhyt Arinova , Gulnur Kazakhbayeva — Mon, 30 Jun 2025 00:00:00 +0600

The study discusses the importance and specificity of social educators’ discourse in working with parents, addressing the growing need for effective cooperation between family and school to ensure harmonious development of children and create suitable emotional atmosphere that directly affects children’s psychological well-being. The research examines social educators’ key role as mediators between educational institutions and families in the context of modern social reality. Methodology and Methods. The research employed comprehensive approach including review of scientific sources and publications on social educator-parent interaction, theoretical and empirical studies, interviews with social workers and parents to obtain in-depth qualitative data on their experience and perception. The study analyzed specific cases of successful interaction to identify effective practices and methods, examined official documents, meeting minutes, and correspondence to understand formal discourse structure and content, and conducted direct observation of real interaction processes to obtain objective data on communication and work methods. Results. Using these methods, discursive characteristics and genres of social educator discourse in working with parents were identified, revealing the most effective communication methods that contribute to strengthening mutual understanding and cooperation. The study demonstrated how effective interaction with parents helps create suitable emotional atmosphere for children and established the importance of social educators as mediators in building trusting relationships between educational institutions and families. Proposals for discourse improvement were developed based on identified effective practices. Scientific novelty. The research provides comprehensive analysis of social educator discourse characteristics and genres in parent interaction, establishing theoretical foundation for understanding communication dynamics between educational institutions and families and contributing to discourse analysis in educational contexts. Practical significance. The findings help improve the quality of education and family support by providing evidence-based communication strategies and effective practices for social educators, offering practical tools for strengthening cooperation between educational institutions and parents in contemporary social contexts.