Жарияланымдар / Публикации

Постоянный URI для этого сообществаhttps://cris.qyzpu.edu.kz/handle/123456789/2

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PEDAGOGICAL APPROACHES TO LITERATURE: EXPLORING IDEOLOGICAL MOVEMENTS IN HIGHER EDUCATION THROUGH THE ALASH IDEA
(2023-12-29)
А. Шамшадинқызы
This article delves into the intricate interplay between ideological movements and pedagogical approaches in higher education, specifically focusing on the Alash Idea's profound influence on literature instruction. Originating in early 20th-century Kazakhstan, the Alash Idea epitomizes a confluence of cultural resurgence, nationalism, and educational reform. This study aims to unravel the pedagogical implications stemming from the Alash Idea's impact on literature education, elucidating its enduring significance within higher education contexts. By scrutinizing historical narratives and contemporary educational paradigms, this research illuminates the Alash Idea's indelible mark on literature instruction methodologies. It investigates the movement's role in shaping curricula, instructional strategies, and the conceptualization of literary studies within academic settings. The analysis delineates the Alash Idea's legacy, providing insights into its continued resonance in modern pedagogical frameworks. Through a meticulous examination of historical perspectives and present-day educational landscapes, this study underscores the ongoing relevance and adaptability of the Alash Idea's pedagogical principles in contemporary literature instruction. This article positions the Alash Idea as a pivotal influencer in shaping teaching methodologies for literature within higher education, offering valuable insights for educators, scholars, and policymakers engaged in curriculum development and pedagogical innovation.
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Ethnic Narratives in Education: The Role of Kazakh Epics in Preserving Cultural Heritage and Identity
(Modestum Limited, 2025-01-31)
A.M. Toibazar
;
Gulnaz Dautova
;
Yerbol Aliyev
;
Talgat Turdali
;
Kanagat Zhalgasbayeva
The study examined the effects of teaching activities, including Kazakh Epics and mythopoetic images, on the participants’ national value achievements and attitudes towards the course in literature courses in Kazakhstan. This study used a quasi-experimental design with a pre-test, post-test, and a control group. The dependent variables were the national value achievement scale and literature course attitudes. The independent variable was the teaching activities based on Kazakh Epics and mythopoetic images in the second-year courses of the literature department of a university in Almaty. The national value achievement and attitude scales were used to collect data, which were analyzed with covariance analysis. The results showed a statistically significant improvement in students’ national value achievement scores in the experimental group exposed to Kazakh Epics and mythopoetic images. The study’s findings pave the way for recommendations for integrating culturally meaningful narratives into education. First, culturally rich content such as Kazakh Epics should be included in Kazakhstan’s literature departments’ curriculum, and policymakers and curriculum developers should prioritize the creation of teaching materials that emphasize these epics’ historical, ethical, and literary aspects. Second, the accessibility of these materials should be increased, and their compatibility with contemporary educational goals should be ensured. Third, teacher training programs should be reorganized to emphasize culturally sensitive pedagogical approaches. Though this study was localized, the research results can be applied to education systems in different geographies to develop cultural identity and values.
Цитирования (OpenAlex) 7Цитирования (OpenCitations) 7
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Human-AI collaboration in the analysis of literary narratives:a new pedagogical paradigm
(International University of Sarajevo, 2025-10-22)
Roza Sabdaliyeva
;
Gibadat Orynkhanova
;
Karlygash Abildayeva
;
Lazzat Adilbekova
;
Kulmanat Auyelkhan
The digitization of education in Kazakhstan has demonstrated the importance of using AI in the teaching of literature. The purpose of this article is to evaluate the effectiveness of collaboration between humans and AI in improving students' analytical and interpretive skills when studying literary narratives in the context of higher education. The study applied a true experimental design with a randomized controlled trial (RCT) with a pre-test/post-test control group structure. A voluntary purposeful sample (40 participants in total) with elements of randomization was used (all participants were randomly divided into two groups).The results showed that the t-test results indicated the importance of using ChatGPT, as it showed a statistically significant improvement in literary analysis skills among students. There is also a high level of positive perception of learning using AI elements. This indicates the effective introduction of AI technologies as an important factor in increasing student motivation and engagement. The main challenges to the further integration of AI systems into literary education are technical unpreparedness, further integration of AI systems into literary education are technical unpreparedness, lack of experience and skills in interacting with special programs. The advantages of using AI include the formation of individual educational trajectories, increased access to information sources, interactivity and support. The conclusions emphasize the importance of scaling up the study to obtain new empirical data.
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Beyond narrative: a pedagogical, cultural, and psychological analysis of Saken Zhunusov’s Amanai and Zamanai for higher education
(Institute of Advanced Engineering and Science (IAES), 2026-08-01)
T. Igenbay
;
Baltabayeva Gaukhar
;
Amangaisha Bolsynbayeva
;
G. Apeyeva
;
Sarash S. Konyrbaeva
This study offers a comprehensive pedagogical analysis of Saken Zhunusov’s Amanai and Zamanai, demonstrating that the novella functions as a multilayered educational text suitable for literature, cultural studies, teacher education, and psychology-of-literature curricula in higher education. Using qualitative content analysis, the study identifies six interrelated thematic domains; moral education, cultural learning, developmental psychology, folklore pedagogy, narrative methodology, and emotional literacy, through which the novel teaches readers to interpret emotional, ethical, and cultural meanings embedded in the narrative. The data consisted of the full text of Saken Zhunusov’s Amanai and Zamanai, analyzed using qualitative content analysis. Findings reveal that the text models moral dilemmas, cultivates empathy, preserves Kazakh cultural knowledge, exposes structural inequalities, and illustrates childhood cognition and trauma through symbolic and myth-infused storytelling. The study connects these themes to established theoretical perspectives including Vygotsky’s symbolic mediation, Bruner’s narrative cognition, Rosenblatt’s reader–response theory, and cultural-historical views of oral tradition. By developing a detailed codebook and pedagogical framework, the research provides a replicable model for analyzing culturally embedded literature and demonstrates the relevance of Amanai and Zamanai to contemporary Kazakh social issues such as poverty, gendered burden, and generational trauma. The study concludes that the novel offers rich opportunities for interdisciplinary teaching and contributes significantly to the integration of Kazakh literature into modern higher education pedagogy.

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