International Journal of Innovative Research and Scientific Studies

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Shaping digital communication culture in prospective teachers: The role of digital etiquette training in Kazakhstan
(2025-02-24)
Ulzharkyn M. Abdigapbarova
;
Aigul Syzdykbayeva
;
Elmira A. Aitenova
;
Sabira Nishanbayeva
;
Saniya Nurgaliyeva
This study examines the impact of digital etiquette training on the development of a digital communication culture among future teachers by providing new perspectives and access to scientific knowledge in the field of digital etiquette. A mixed-methods approach was used both before and after the test. The study included 115 respondents. The preliminary testing between the groups showed that both groups were at the same level in terms of communicative culture indicators. Additionally, participants had no prior knowledge of digital etiquette. An authors' program was created specifically for the course and implemented to help students become more skilled with technology. A set of measures was carried out to develop a digital communicative culture through the means of netiquette and the introduction of technology for individualization and personalization of learning. This study found the impact of digital etiquette on the development of a digital communication culture in future teachers by providing new perspectives and access to scientific knowledge in the field of digital etiquette, as well as the practical application of this knowledge to support cultural digital interaction.
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Implementing CEFR into Kazakh language education: Teachers’ perspectives and classroom practices
(2025-08-15)
Zhanat Dauletbekova
;
Aitzhamal Rauandina
;
Gulzat Berkinbayeva
;
A.S. Nabidullin
;
Raigul Rakhmetova
The study aims to evaluate the implementation of CEFR-aligned teaching materials in Kazakh language education, focusing on Kazakhstan's unique educational context. The research seeks to understand teachers' perspectives and assess the effectiveness of these materials, contributing to the ongoing language education reforms in the country. This study addresses the need for insights into how CEFR-aligned materials are integrated and their impact on teaching and learning outcomes. A mixed-methods research design was employed, incorporating both quantitative and qualitative approaches. The study surveyed 65 Kazakh language teachers from various public and private schools. Quantitative data were gathered to measure the effectiveness of CEFR implementation, while qualitative data offered more profound insights into teachers' experiences, highlighting challenges and successes encountered in the process. The findings show that while CEFR-aligned teaching materials have significantly improved Kazakh language education, areas that require further enhancement. Teachers reported positive outcomes and notable challenges in adapting the materials to Kazakhstan's multilingual and cultural context. The study concludes that while integrating CEFR-aligned materials has succeeded in many aspects, targeted improvements are necessary to fully realize their potential. The insights from this research provide valuable recommendations for future developments and offer a guide for other non-European countries looking to implement CEFR-aligned educational resources.

International Journal of Innovative Research and Scientific Studies

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