Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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Pedagogical Foundations of the Technology of Vocational Guidance for Students
(2020-12-09)
Beisenbayeva Zhaina
;
Sangilbayev Ospan
;
Mukazhanova Elmira
;
Kassymova Gulnar
;
Tolganay Bersugirova
Today, considering professional specialists' needs, the content and technology of training in career counseling from the perspective of practice are not sufficiently developed. Thus, a search for new forms, methods, and means of conducting career guidance with students is necessary. This article offers a broad range of technologies and their optimal combination in career guidance work with pupils in the integrated system “School – University.” A leading approach to the study of this problem is an integrative approach that leads to the necessity to use traditional and innovative technologies that contribute not only to effective assimilation of knowledge but also an early social adaptation of the prospective adolescents to university conditions. The present study consists of a needs assessment of students' career guidance and career counseling programs in the university. The research is based on a survey developed on a sample of 120 students from the Almaty schools. The collected data has been both qualitative and quantitative. The students have been inquired about their professional path, about their career decisions, personal and professional values, abilities and competencies, intentions for the future, etc. The study's most relevant results show that: students are poorly informed about job opportunities, their expectations for the future are not connected with their own knowledge and abilities, they do not have a coherent career plan, and they encounter major barriers in the career decision process. The results are important for career counselors as they can be used to develop career guidance programs in the university environment. Purpose of the research: to theoretically substantiate and experimentally test the pedagogical conditions of vocational guidance for senior schoolchildren in the context of specialized education. The article is valuable for teachers and faculty of educational and vocational institutions to organize and conduct career guidance with students, applicants, and students.
Цитирования (OpenAlex) 6Цитирования (OpenCitations) 2
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Students’ Views on the Use of Technology in Geography Course
(kassel university press, 2020-12-11)
Nurbol Ussenov
;
Kairat ZHOYA
;
Bakhadurkhan Sh. Abdimanapov
;
Marat Mamadiyarov
;
Tleubergenova Kenjekey
Use of technology in education enables students to be motivated and eager to participate in the lesson and is also a more effective tool in increasing motivation, encouraging students to the lesson and understanding the sub-ject. The aim of this study is to determine the views of secondary school students on the use of technology in geography lessons. Qualitative re-search method was used in this study. Semi-structured interviews were car-ried out with 32 students who took geography lessons in Kazakhstan dur-ing the 2018-2019 academic year. The semi-structured interview form de-veloped within the scope of this research was used as a data collection tool. Results of the study showed that secondary school students found tech-nology effective and funny to use in geography lessons. Projections, com-puters, tablets and smart phones were specified by the students as useful technological tools for teaching geography. Results of the study were dis-cussed with relevant literature and important implications for further re-search and practices were presented.
Цитирования (OpenAlex) 5Цитирования (OpenCitations) 3
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Methodological foundations for the development of practice-oriented tasks in geography based on the activity approach
(Science Park Research Organization and Counselling LTD, 2022-05-31)
Elmira Kuandykova
;
Nurbol Ussenov
;
Karbayeva Sholpan
;
Kenzhekey Tleubergenova
;
Assyl Ziyavdinova
In this study, it is aimed to investigate and design the methodological foundations for the development of practical tasks in geography based on the effectiveness approach. The research was carried out in the spring semester of 2021–2022. The study with the participation of 360 secondary school students was conducted in a quantitative research model. In the study, 4 weeks of geography and activity training were given to the group of participants. In order to collect data, the ‘effectiveness approach’ data collection tool developed by the researchers was used in the study. The data collection tool used in the research was delivered to the students and collected by the online method . The analysis of the data was carried out using the SPSS programme; frequency analysis was carried out using t-test and the results obtained were added to the study accompanied by tables. As a result of the research, it was concluded that the group of participants had methodological foundations for the development of practical tasks in geography based on the effectiveness approach. Keywords: Activity approach, distance education, geography, students
Цитирования (OpenAlex) 1
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Making Computer Science Accessible through Universal Design for Learning in Inclusive Education
(International Society for Engineering Education (IGIP), Kassel University Press, 2024-06-05)
G.I. Salgarayeva
;
Aigul Makhanova
The field of technology and computer science (CS) is developing dynamically. Just as anyone can learn computers at any age, students with special educational needs (SEN) also aspire to acquire IT (information technology) knowledge on an equal footing with all other students. However, one of the obstacles facing students with SEN is the lack of educational materials and programs for CS in secondary schools. The authors have designed teaching materials and assignments that promote inclusion. This study aims to evaluate the impact of teaching resources developed based on universal design for learning (UDL) to make the school’s CS course accessible to all students. The experiment involved 16 students and five teachers. For 8 weeks, students studied computer science using training materials based on UDL. Assessment of knowledge outcome indicators, particularly programming skills, was conducted before and after the experiment. After studying computer science through specific tasks, the interviewees demonstrated a higher level of assimilation of the subject, as indicated by the subsequent test results (mean = 12.13, standard deviation = 1.20), compared to the pre-experimental test (mean = 8.94, standard deviation = 1.12). The study demonstrated that using special UDLbased tasks to teach CS makes it more accessible and has a positive impact on students with special educational needs.
Цитирования (OpenAlex) 7Цитирования (OpenCitations) 4
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A systematic review of artificial intelligence in high school STEM education research
(Modestum Limited, 2025-03-31)
Aigul I. Akhmetova
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Damira Sovetkanova
;
Komekbayeva Lyazzat
;
Asan Abdrakhmanov
;
Daniyar Yessenuly
The use of artificial intelligence (AI) in STEM education is becoming increasingly important, as AI has the potential to change teaching and learning methods. However, no review studies focus on summarizing research on the use of AI in STEM education in high schools. For this reason, this study aims to systematically review research on the use of AI in STEM education in high schools. We considered research articles published in journals indexed in the Scopus database. The results show that participants ranged from 1 to 50 and researchers generally used a single-group experimental teaching method. In addition, our results showed that the researchers used a variety of AI technologies in the high school context. In addition, the results showed that many variables were used to promote students in STEM education through AI-based activities. Finally, almost all studies reported positive and significant effects on students’ cognitive or affective development. Overall, our findings from the review emphasize the importance of harnessing the potential of AI. More research is needed to assess learner outcomes and to conduct longitudinal studies with control or comparison groups to evaluate the long-term effects of AI interventions and establish causal relationships.
Цитирования (OpenAlex) 24Цитирования (OpenCitations) 11
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Fostering emotional intelligence and self-regulation in gifted high school students: experimental evidence from a soft skills development program
(Frontiers Media, 2026-01-12)
A.E. Mukhametkairov
;
Berik Matayev
;
Assemgul Kalimova
;
Meruyert Erkinovna Utegenova
;
Л. Ә. Ибраймова
Introduction Gifted adolescents often receive extensive cognitive enrichment, while their emotional and self-regulatory development remains underrepresented in school programs. This study examined whether socio-emotional and self-regulatory skills can be effectively developed through a structured soft skills intervention for gifted high school students. Methods A seven-week soft skills program was implemented with 96 gifted students aged 15–16 in Kazakhstan. Participants were randomly assigned to an experimental group ( n = 48), which engaged in reflection, empathy, and time-management activities, and a control group ( n = 48), which continued regular instruction. Emotional intelligence, self-regulation, motivation, and communication skills were assessed using validated psychometric scales and expert observations (Cronbach’s α = 0.80–0.91). Data were analyzed using t-tests and ANCOVA. Results The experimental group demonstrated statistically significant improvements compared to the control group ( p < 0.001), particularly in emotional intelligence and self-regulation, with large effect sizes (η 2 = 0.59–0.68). Expert evaluations also indicated increased emotional awareness, communication competence, and leadership behaviors among participants of the intervention. Discussion/conclusion The findings indicate that socio-emotional and self-regulatory competencies in gifted adolescents can be effectively enhanced through structured experiential learning. The proposed program offers a practical and scalable framework for integrating soft skills training into secondary education curricula for gifted learners.
Цитирования (OpenAlex) 7
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Scientific and methodological foundations for integrating remote sensing (RS) data into school geography
(Frontiers Media, 2026-03-13)
Shakhislam Uzakbaevich Laiskhanov
;
Zhanbolat Nurmagambetuly
;
Kulyash Duisenbaevna KAIMULDINOVA
;
Duman Toktaruli ALIASKAROV
;
Erzhan Abikbaev
In the era of digital transformation, the application of remote sensing (RS) data in geography education and its effective integration into the teaching and learning process has become one of the pressing educational challenges, particularly in fostering students’ spatial thinking competencies. The purpose of the study is to identify the possibilities of incorporating RS data into school geography, to develop an effective teaching methodology based on its application, and to test it in practice. The research employed a review of international publications, surveys, correlation and comparative statistical analysis, modeling, analysis of regulatory documents, and pedagogical experimentation. The survey involved 124 geography teachers from different regions of Kazakhstan, while the experimental study included 52 eleventh-grade students from one secondary school selected through random sampling (26 students in the experimental group and 26 students in the control group). The survey results revealed that 62% of teachers use satellite imagery during lessons; however, 69% of them utilize RS data primarily for visualization purposes. The results of the pedagogical experiment demonstrated that the average academic achievement of students in the experimental group increased by 18.2%, whereas the improvement in the control group was 3.6%. Furthermore, the use of RS data positively influenced students’ geospatial thinking, research skills, and analytical abilities. The study further established that the structural-content model of RS-based teaching materials developed as a result of the research can contribute to improving existing methodologies. The proposed model is designed to modernize school geography curricula, enhance teachers’ methodological capacity, improve students’ learning outcomes, and promote geospatial literacy. The findings of the study demonstrate that the systematic integration of RS data into school geography education can serve as a scientific and methodological foundation for modernizing educational content, fostering students’ contemporary scientific and technological competencies, and improving the overall quality of geographic education.
Цитирования (OpenAlex) 1
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Personality, Interest and Career Decisions: Assessing Psychological Readiness for Professional Choice Among High School Students
(Multidisciplinary Digital Publishing Institute, 2026-05-06)
Н.Ә. Базарғалиева
;
Gulmira Nietbaeva
;
Almira Ayapbergenova
;
Zhanna Aksakalova
;
Dautkaliyeva Perizat Bolatovna
Psychological readiness for career choice represents a critical developmental task during adolescence, shaping subsequent educational paths and vocational self-determination. This study investigates the formation of such readiness among grade nine students in a public secondary school in Almaty, Kazakhstan, using an integrated psychological assessment approach. Grounded in Holland’s RIASEC theory and temperament-based perspectives, the study examines how vocational interests, temperament characteristics, and educational decision status interact in early career planning. Data were collected from 185 students during structured school-based diagnostic sessions employing a RIASEC vocational interest inventory, a temperament assessment, and a brief educational decision questionnaire. The findings reveal a differentiated structure of vocational interests, with social and investigative orientations most prevalent. While a majority of students reported preliminary career or educational choices, a substantial proportion remained undecided, indicating heterogeneous levels of psychological readiness. Temperament distributions suggest that emotional regulation plays an important role in translating vocational interests into concrete decisions. Overall, the results support conceptualizing psychological readiness as a multidimensional construct encompassing interest clarity, personality-related regulation, and decision commitment. The study highlights the importance of sustained, psychologically informed career guidance during key educational transitions and offers practical implications for school-based career counseling.

Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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