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Didactics of modern lessons in the modernisation of geographical education
(SciencePark Science, Organization and Counseling LTD, 2022-07-29)
Khorgasbay Yеnglik
;
Karbayeva Sholpan
;
Zhandosova Gulim
;
Ayapbekova Aliya
;
Ashimov Tazhyhan
The aim of this research is to reveal the views of prospective geography teachers on the teaching of modern courses in the modernisation of geography education. Study data were collected with semi-structured interview forms. The sample of the study consisted of geography teacher candidates studying at university in Kazakhstan. In the research, the situation of today’s geography education, suggestions for modernised geography education, views on modern approaches in geography teaching and the role of the teacher in modern education were questioned. As a result of the research, among the answers to the question about the state of today’s geography education, majority of the participants answered indecisively to the questions. Among the answers given to the question asking geography teacher candidates about their suggestions for modernised geography education, majority of the participants stated material. Among the answers given to the question asked in order to evaluate the views of geography teacher candidates on modern approaches in geography teaching, majority of the participants stated student-centred. Among the answers given to the question asked in order to evaluate the views of the geography teacher candidates on the role of the teacher in modern education, majority of the participants stated attractiveness of the course. Keywords: Geography, education, modern education;
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Development of Innovative Activities of Future Design Specialists Based on Student-Centred Learning
(2023-01-01)
Zhazira Stambekova
;
Raissa Izmagambetova
;
Fariza Kinzhibayeva
;
Karim Baigutov
;
K. Kudabaeva
The study explored the association between student-centred teachings and innovative skill development in art design students.Furthermore, the role of students' engagement and students' performance was assessed using a student-centred approach and students' innovative skills.Furthermore, the importance of the student-centred approach among art and design students in the sixth, seventh, and eighth semesters was assessed.In total, 365 students were included in the study: 115 from the sixth semester, 120 from the seventh semester, and 130 from the eighth semester from Abai Kazakh National Pedagogical University, Institute of Arts, Culture, and Sports.The data collection was performed at three different periods using a time-lag approach.Furthermore, it was found that students' creative skills are positively associated with student-centred teaching methodologies.Whereas students' level of engagement is directly linked with the student-centred approach, and students' engagement is directly associated with students' innovative skills.Similarly, students' performance is positively associated with the student-centred approach and innovative skills.The study highlighted the importance of student-centred teaching methodologies in developing students' performance and engagement.Lastly, students' innovative skills in art and design can be developed using a research model by focusing on the teaching methodologies, students' engagement, and the need for innovative skills for future design specialists.
Цитирования (OpenAlex) 2
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Physical education and student mental well-being in higher education: a socio-cultural review
(Frontiers Media, 2026-09-21)
Nurzhan Temirbay
;
Aychurok Kaldybaeva
;
Baikulova Aigerim Meirkhanovna
;
Zhambyl Beknazarov
;
Zhomart Pushkulov
This review examines the role of physical education as a pedagogically grounded means of supporting student mental well-being in higher education. In the context of increasing academic pressure, sedentary lifestyles, and the growing prevalence of mental health challenges among university students, physical education is reconsidered not merely as a fitness-oriented subject but as an integrative educational practice. The study synthesizes international research on pedagogical conditions, instructional approaches, and institutional strategies that connect physical activity with psychological resilience, motivation, emotional regulation, and social engagement. Particular attention is given to student-centered and inclusive models, the integration of digital technologies, interdisciplinary courses linking physical education with health and neuroscience, and mindfulness-based and stress-reduction practices. A comparative analysis of international best practices demonstrates that positive mental well-being outcomes are most evident when physical education is embedded within supportive university policies and holistic learning environments. The findings indicate that pedagogically informed physical education enhances not only students’ physical health but also their academic functioning, sense of belonging, and long-term engagement in healthy lifestyles. The review highlights the need for integrated higher education policies that position physical education as a strategic component of student mental well-being and sustainable university development.

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