Scientific and analytical journal "Higher school of Kazakhstan"
The scientific and analytical journal «HIGHER EDUCATION IN KAZAKHSTAN» is a periodical scientific publication. The mission of the journal is to provide quarterly peer-reviewed reviews of current scientific topics and research results. The owner of the publication is the RSE at the National Center for the Development of Higher Education of the Ministry of Education and Science of the Republic of Kazakhstan. Certificate of registration of a printed periodical, information agency and online periodical at the Information Committee of the Ministry of Culture and Information of the Republic of Kazakhstan №KZ55VPY00129892 dated September 22, 2025. Date and number of initial registration: 13306-Zh dated January 25, 2013. Articles in the journal «HIGHER EDUCATION IN KAZAKHSTAN» are published in English. It has its own international standard serial number ISSN (Print) 3005-3544; ISSN (Online) 2413-5488 Focus and scale The journal «Higher School of Kazakhstan» is published with the aim of fostering and advancing national and international scholarly discourse in the field of higher education through the publication of original, peer-reviewed research focused on theoretical reflection, empirical analysis, and methodological development of issues related to higher education policy, governance, pedagogy, and quality assurance. The journal publishes the results of theoretical and applied research on the problems of higher and postgraduate education. Materials representing practical experience of using pedagogical technologies in the educational process of higher educational institutions are also accepted. The materials should facilitate the exchange of relevant research results, discussion of important trends in the development of education and science. The journal «HIGHER EDUCATION IN KAZAKHSTAN» publishes scientific articles in the following areas: Educational policy in the field of higher education Methodology of teaching in higher education Issues of quality assurance of higher education Digitalization of higher education Peer review process The submitted articles must be original, unpublished and not subject to publication anywhere else at the time of submission to the Journal «HIGHER EDUCATION IN KAZAKHSTAN». All submitted articles will be reviewed in the process of double-blind peer review by at least two reviewers with experience in the relevant subject area. Frequency of publications The frequency of publication of the journal «HIGHER EDUCATION IN KAZAKHSTAN» is four times a year. Open Access Policy The journal «HIGHER EDUCATION IN KAZAKHSTAN» provides open access to all its content, based on the principle that free access to research contributes to the expansion of global knowledge exchange. Such access is associated with an increase in the readership and an increase in the citation of the author's work. For more information about this approach, see The Public Knowledge Project, which developed this system to improve the scientific and public quality of research and which distributes the journal system free of charge, as well as other software to support the publication of scientific resources in open access. Archiving All articles published in the journal are archived and are publicly available on the journal's website https://HighEduJournal.kz Checking for plagiarism All submitted materials to the Magazine «HIGHER EDUCATION IN KAZAKHSTAN» are checked for plagiarism using the system StrikePlagiarism.com before the review process begins. Use of Artificial Intelligence (AI) The use of AI tools is permitted as a supplementary aid but does not replace scientific reasoning, authorial responsibility, or academic integrity. Authors bear full responsibility for the content of their manuscripts, including texts, data, interpretations, and conclusions. When AI tools are used, authors must disclose their use in the Methods section, specifying the tool (model/service), as well as the purpose and nature of its use. All materials submitted to the journal «Higher School of Kazakhstan» are checked for the use of AI tools using the Originality.ai system prior to the peer review process. «HIGHER EDUCATION IN KAZAKHSTAN» has been published regularly since 2013. Editorial policy of the order: link
THE EVOLUTION OF STUDENT FEEDBACK LITERACY IN HIGHER EDUCATION: A SCOPING REVIEW (2005 - 2025)
Feedback literacy is becoming acknowledged as a "foundational capability" students need to self-regulate learning and improve performance at university. This scoping review charts developments in feedback literacy between 2005 and 2025 in terms of conceptualisation, pedagogical interventions, measurement and student-relationed factors, as well as mediators of feedback literacy related to digital technology use in English as a Foreign Language (EFL) learning contexts. We followed PRISMA-ScR guidelines for scoping reviews to search for, select, and screen peer-reviewed empirical studies and conceptual articles published in Scopus, Web of Science, and ERIC databases. Thematic analysis was used to synthesise evidence from 43 studies resulting from this search process. The feedback literature is undergoing an ontological paradigm shift, from transmission- to connection-based views of feedback processes. Pedagogical interventions to support students' development of feedback literacy are focused on evaluative judgement through peer- and self-assessment practices and feedforward through curriculum-long approaches to feedback. As learning analytics and Generative AI gain momentum in education, students need critical «AI feedback literacy» to assess machine-generated messages. Students' development of feedback literacy is also contingent on teacher feedback literacy and relational trust. Recommendations for future research include measuring feedback literacy behaviorally and using research designs that triangulate self-report with digital log files when testing students' uptake of feedback.
ISSUES OF QUALITY ASSURANCE IN HIGHER EDUCATION
Copyright (c) 2026 Scientific and analytical journal "Higher school of Kazakhstan" https://creativecommons.org/licenses/by-nc/4.0
THE SYSTEM OF INTERCULTURAL INTERACTION IN HIGHER PEDAGOGICAL EDUCATION
This research determines to illuminate the crucial role of teacher-student engagement in cultivating foreign learners' preparedness for intercultural collaboration. This preparedness is particularly vital within a university's diverse academic setting. Furthermore, engaging in cross-cultural dialogue is essential for aspiring professionals to unlock their career capabilities. Consequently, the study's objective is to provide both theoretical grounding and practical evidence for the necessity of pedagogical guidance in fostering foreign students' readiness for intercultural cooperation during foreign language instruction. The research employed theoretical approaches, encompassing a thorough examination of pedagogical and methodological literature, alongside relevant materials and publications from educational and scientific sources pertinent to the inquiry. This involved processes of concretization, analogical reasoning, and an analysis of pedagogical practices observed in various universities. The study's outcomes illuminate the foundational principles for structuring pedagogical support aimed at cultivating foreign students' preparedness for intercultural collaboration. Furthermore, they deepen our comprehension of the specialized educational content for these students. A key finding underscores the critical importance of conveying the inherent value of intercultural education for the holistic development of a foreign student's personality and their professional formation. These resources are shaped by the author's unique understanding of the research concept and a flexible array of pedagogical methods.
organizational and pedagogical conditions
INTELLIGENT EDUCATIONAL TECHNOLOGIES: INDEPENDENT STUDY PRACTICES OF UNIVERSITY STUDENTS
The study examines the use of intelligent educational technologies to support independent learning among university students. Attention is paid to what digital tools students use, how actively they use them in the learning process, and how much this contributes to their academic autonomy. The study was conducted among students from various faculties of M. Utemisov West Kazakhstan University. Data collection methods were used to determine students' preferences in using digital educational technologies and their perception of the effectiveness of these tools for independent learning. The results showed that students actively use digital technologies to search for information, complete educational assignments, and communicate with teachers and other students in a group. However, it was found that not all students are aware of the potential of digital educational tools for independent organization of the educational process, and many use them only as required by teachers. The interview results also showed that students increasingly rely on collaborative forms of work with digital technologies, such as online discussions, group projects, and collaborative editing of documents, while individual work with digital resources often remains limited. This highlights the need not only to improve students digital literacy, but also to develop their skills in independently managing educational activities using digital tools. Thus, the study confirms that in order to improve the effectiveness of students' independent learning, it is necessary not only to expand access to digital resources, but also to develop students' skills in using them consciously and purposefully for educational purposes.
INNOVATIONS AND EVALUATION OF TEACHER EDUCATION PROGRAMS: FROM ANALYSIS TO PRACTICAL RECOMMENDATIONS
Contemporary socio-economic and technological transformations underscore the need to develop and refine models of teacher education and continuous professional development. This article explores key factors influencing the innovative activity of university teachers in the context of digitalization, inclusion, and practice-oriented education. Based on a survey of teachers, students, and external stakeholders, the study identifies major drivers and barriers to innovative activity and examines the relationships between individual motivation, professional interaction, and institutional support. Differences in innovation profiles between teachers of natural science programs and those of non-specialized programs are also revealed. An algorithm for monitoring educational programs is proposed to systematically identify competency gaps and areas for professional growth. The findings inform practical recommendations for improving educational programs through the integration of digital, research-based, and inclusive modules, differentiated incentives for innovation, and strengthened institutional support. These measures ensure the practical relevance, methodological value, and adaptability of the proposed approach to contemporary educational challenges.
monitoring, innovative activity, teacher education, educational programs, motivation, professional standard, digitalization, inclusive education, institutional support
BLENDING AI AND VR TECHNOLOGIES FOR CREATING A FOREIGN LANGUAGE LEARNING ENVIRONMENT AND DEVELOPING COMMUNICATIVE COMPETENCE
This study investigates the integration of artificial intelligence (and virtual reality technologies as pedagogical tools for enhancing communicative competence and creating a foreign language learning environment. Conducted with 35 university students, the research employed a pre- and post-test design to measure progress across four criteria: fluency, accuracy, lexical range, and communication. The blended use of ChatGPT, structured through the AUTOMAT framework and immersive VR resources provided the simulation of real-life communication experiences. The results revealed a significant improvement in overall performance, with the mean score increasing from 12.14 to 15.50 out of 20. The findings prove that combining AI and VR technologies offers effective conditions for creating a foreign language learning environment and serves as a promising approach for communicative language teaching in higher education. .
Foreign language learning environment, communicative competence, artificial intelligence, virtual reality, educational process
KAZAKHSTAN’S PATH IN HIGHER EDUCATION RECOGNITION: FROM BOTTOM-UP INITIATIVES TO GLOBAL CONVENTIONS
Since achieving independence in 1991, Kazakhstan has undertaken extensive reforms in its higher education system, with the recognition of qualifications becoming an integral aspect of internationalization and academic mobility. This article investigates the evolution of Kazakhstan's recognition system, from nostrification procedures to engagement in European, regional, and global recognition frameworks. Employing document analysis and historical institutionalism, the study examines how recognition reforms have been shaped by interactions among academic stakeholders, government policies, and international organizations such as UNESCO, the European Higher Education Area (EHEA), and the ENIC/NARIC networks. The results indicate that Kazakhstan has established a hybrid, multi-tiered recognition model that integrates the Lisbon Recognition Convention framework with regional accords and global instruments, including the Tokyo and UNESCO Global Conventions. Although there has been early adoption of European standards, notable disparities persist between formal commitments and actual implementation, particularly concerning automatic recognition and the acknowledgment of non-formal learning and micro-credentials. The article contends that recognition in Kazakhstan serves not merely as a legal procedure but also as an instrument of multi-level governance within the context of global higher education.
ASSESSING THE READINESS OF FUTURE TEACHERS IN KAZAKHSTAN FOR TRANSDISCIPLINARY EDUCATION IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT
This study explores the readiness of future teachers in Kazakhstan for transdisciplinary education within the context of underutilized STEM/STEAM frameworks. Using a quantitative approach, survey data were collected from 166 students across five Kazakhstani universities: Korkyt Ata Kyzylorda University, Kyzylorda Bolashak university, Alikhan Bokeikhan University in Semey, Karaganda Buketov university and Eurasian National University named after L.N.Gumilyov in Astana. The survey instrument, based on transdisciplinary frameworks by Piaget and Nicolescu, demonstrated high reliability (Cronbach’s Alpha = 0.978). Transdisciplinarity refers to a holistic approach that transcends disciplinary boundaries, aiming to integrate knowledge into a unified system of understanding. Data was analyzed by the statistic program SPSS 29.02.0. Results showed a moderately high overall level of readiness for transdisciplinary approach (M = 3.82), with higher scores among students who had completed internships (M = 3.92) and taken interdisciplinary courses (M = 3.94). Although graduate students exhibited higher competence than first-year students, the difference was not statistically significant. These findings show the need for integrating hands-on experience and interdisciplinary courses into teacher education programs to foster transdisciplinary skills. The study recommends early integration of such practices, faculty development, and alignment with international models to improve educational outcomes in Kazakhstan.
transdisciplinary education, teacher preparation, STEM, STEAM, Kazakhstan, interdisciplinary learning.
GAMIFICATION AND INTERACTIVE LEARNING IN SECONDARY AND HIGHER EDUCATION IN KAZAKHSTAN
This article examines the implementation of gamification and active learning methods in secondary schools and higher education institutions in Kazakhstan. The purpose of the paper is to analyzes the role of gamification in education, its effects across different educational settings, and the primary obstacles to its effective implementation. The first section reviews the educational aspects of gamification, highlighting its role in enhancing student engagement, motivation, and the shift from traditional teaching methods toward active pedagogy. It also discusses institutional barriers, such as rigid educational frameworks that hinder gamification adoption. The second section explores the differences in gamification application between secondary and higher education. Findings indicate that secondary students respond more actively to competitive game elements, such as points and leaderboards, whereas higher education students prefer simulations and project-based learning. The study also highlights challenges, including the lack of adequate resources, underprepared educators, and the absence of effective policies supporting gamification. Finally, the paper proposes key solutions, including strengthening institutional support, developing specialized teacher training programs, increasing access to digital educational materials, and introducing curriculum flexibility to integrate innovative teaching techniques.
PREPARING FUTURE TEACHERS FOR INCLUSIVE EDUCATION
In the modern educational environment, inclusive education is increasingly recognized as a necessity. Therefore, in order to effectively support this paradigm, it is essential to provide teachers with practical experience working with students with special needs. The aim of this study was to evaluate the preparedness of prospective teachers for implementing inclusive education in classroom settings, to identify the key competences they possess in the domain of inclusive pedagogy, and to determine effective methods for improving the training of future educators in pedagogical universities to support the implementation of inclusive practices in schools. Using a combination of questionnaire and interviews, we aimed to find out the competencies that future teachers associate with inclusive education, as well as to identify the key factors influencing their readiness. The results of the study showed a link between university preparation and the readiness of future teachers for inclusive education; the need to provide future teachers with comprehensive training and practical experience to ensure that they are adequately prepared to adopt inclusive education principles and work effectively with diverse student populations.
THE IMPACT OF DIGITAL EDUCATIONAL PLATFORMS ON STUDENTS’ LEARNING MOTIVATION IN ENGLISH LANGUAGE ACQUISITION AT UNIVERSITIES IN KAZAKHSTAN
The relevance of the study is determined by the need to enhance students’ learning motivation in the context of educational digitalization, where traditional methods of teaching English are losing effectiveness under distance and blended learning formats. The aim is to conduct a comprehensive analysis of the impact of digital educational platforms on students’ motivation in learning English and to identify ways to enhance their effectiveness in Kazakhstan's higher education system. The methodology is based on the analysis of academic literature on digital learning motivation, the systematization of platform characteristics, and elements of comparative and structural-functional approaches to evaluate their didactic potential. Results indicate that interactivity, adaptivity, and timely feedback enhance students’ cognitive and emotional engagement, autonomy, and goal orientation. Future research prospects involve exploring the influence of adaptive algorithms and learning analytics on long-term motivation, as well as developing region-specific strategies to overcome infrastructural and social barriers to digital education.
TEACHING RUSSIAN AND ENGLISH LOANWORDS IN KAZAKH VIA “NEWSPAPERS IN EDUCATION” FRAMEWORK
This study explores the use of newspapers as a pedagogical tool to teach Russian and English loanwords in Kazakh using the Newspapers in Education (NiE) framework. In the multilingual post-Soviet context of Kazakhstan, loanwords play a significant role in both academic and everyday discourse; however, structured teaching methods are still lacking. This study presents and evaluates a newspaper-based instructional model that helps students recognize, analyze, and contextualize loanwords in authentic texts. A mixed-methods design was used in three stages: framework development, a six-week intervention, and a post-course evaluation. Ninety third-year students of the Kazakh language and Literature program at Korkyt Ata Kyzylorda University took part in the intervention, which involved analyzing newspapers from the Soviet times to the present day. Activities included group presentations using the Jamboard platform, semantic interpretation, and etymological analysis. A post-course Likert scale survey revealed strong student agreement with the value of the method and high internal reliability (Cronbach’s alpha = 0.924). Participants reported increased vocabulary, sharpened critical thinking, and increased awareness of borrowings. The results demonstrate how effective newspaper-based learning is in promoting vocabulary development and intercultural literacy, providing useful information for curriculum developers and language teachers working in multilingual environments.
LABORATORY WORK ON X-RAY DIFFRACTION AS A TOOL FOR DEVELOPING RESEARCH COMPETENCIES IN FUTURE PHYSICS TEACHERS
This article demonstrates the effectiveness of methodological approaches to developing research competencies in prospective physics teachers. The implementation of advanced pedagogical technologies during laboratory work led to improved learning outcomes. The article presents the case of one master's student who completed a specialized elective course. The course methodology proved to be highly effective, resulting in the student's noticeable growth in research competencies. Subsequently, the student continued independent research activities, applying the acquired skills and competencies. The paper presents the results of a pedagogical experiment aimed at fostering research competencies in future physics teachers through the integration of the X’Pert PRO X-ray diffractometer into the educational process. The experiment involved students and master's students enrolled in the "Physics," "Physics and Computer Science," and "Physics and Mathematics" academic programs, divided into experimental and control groups. The primary objective was to examine changes in students’ research skills following a series of laboratory sessions on X-ray diffraction. The research employed methods of comparison, synthesis, abstraction, and statistical analysis to ensure the reliability of the results. The methodology included lectures, laboratory work, and independent assignments designed to reinforce both theoretical knowledge and practical skills. While the control groups studied theoretical material, the experimental groups completed hands-on laboratory sessions. As a result of the study, methodological foundations were developed to enhance the research competencies of prospective physics teachers, which, according to the analysis, contribute to the effective training of future specialists.
DEVELOPMENT OF MORAL VALUES OF FUTURE TEACHERS IN THE SPACE OF DIGITAL EDUCATION
Over the years, integrating moral values into pedagogical practices through online platforms has received significant attention as the teaching-learning process has been transformed by digital technology. It becomes needful to systematically study how future teachers develop moral values through digital technologies. This systematic review followed PRISMA guidelines by searching research published in Web of Science, ScienceDirect, Scopus and ERIC; these studies were published between 2020 and 2025. In addition, the framework analyzed and synthesized results from 10 research studies on online pedagogical approaches, theoretical frameworks, possible outcomes, and facilitators and problems associated with moral development. The results show that virtual simulations, structured digital discussions, and case-based learning are the key approaches. The predominant theories are Rest’s Four Component Model and Kohlberg's cognitive development theory. Virtue ethics and care ethics receive less attention. Research that measures ethical reflection quality, moral judgments, and professional values most often does not assess long-term retention or the possible outcomes of behavior. Nevertheless, this systematic review shows that digital platforms promote moral education worldwide. These results inform policy-making, educational technology, and teacher education programs.
formation of moral values and reference points
THE FUNDAMENTAL VALUES OF THE EUROPEAN HIGHER EDUCATION AREA: WHAT ARE THEY, AND HOW DID THEY DEVELOP?
The European Higher Education Area has defined six fundamental values: academic freedom, academic integrity, institutional autonomy, student and staff participation in higher education governance, public responsibility for higher education, and public responsibility of higher education. The article describes the process leading to the definition of these values as well as the circumstances that meant that these values could no longer be taken for granted. Instead, in the space of a few years, a consensus emerged that the values need to be a policy priority. Along with the list of fundamental values, the Ministers of the EHEA adopted fairly extensive statements outlining their understanding of these values. Nevertheless, continued consideration is required both to develop a better understanding of the many issues that influence the way in which fundamental values are implemented and on developing arrangements for assessing how the values are put into practice in EHEA Member States.. Many of the values relate to various aspects of the relationship between public authorities and the higher education community, in particular higher education institutions.
Copyright (c) 2025 Scientific and analytical journal "Higher school of Kazakhstan" https://creativecommons.org/licenses/by-nc/4.0
GENDER EQUALITY IN HIGHER EDUCATION: INTERNATIONAL EXPERIENCE AND THE KAZAKHSTANI PRACTICE
Gender equality in higher education is widely recognized as a key condition for sustainable development and social justice; however, formal parity in access does not necessarily translate into equality of opportunities and outcomes. This article examines international experience in promoting gender equality in higher education and analyzes the specific features of the Kazakhstani context. The study employs a mixed-methods review design combining policy analysis and secondary analysis of quantitative data from international and national open sources for the period 2020–2025. Comparative analysis of selected European countries participating in the Bologna Process and Kazakhstan reveals common patterns of horizontal and vertical gender segregation, particularly the underrepresentation of women in STEM fields and senior academic positions. While Kazakhstan demonstrates high female participation in higher education and comparatively strong representation of women in academic leadership, structural barriers persist at advanced career stages. The findings highlight the importance of institutionalized gender policies, systematic monitoring, and targeted support measures. The article concludes that strengthening gender-responsive governance in higher education is essential for transforming quantitative achievements into sustainable qualitative progress.
gender equality, higher education, academic career, Bologna Process, Kazakhstan, international experience, educational policy, glass ceiling, women in science, inclusion, STEM gender gap, Gender Equality Plans
RISKS OF TRANSNATIONAL EDUCATION IN KAZAKHSTAN: OPENING AND OPERATION OF INTERNATIONAL BRANCH CAMPUSES
This article examines the risks of transnational education in Kazakhstan, focusing on the opening and operation of international branch campuses. A literature review is provided with references to recent English-language sources (with at least 20% from Scopus/Web of Science publications in the last 10 years). Various forms of transnational education are considered including foreign branch campuses, franchised programs, joint faculties/institutes, etc. and specific risks for each type are described with examples. An expert risk assessment table is presented, in which types of transnational education are compared against categories of risk (with scores from 0 to 10). The Discussion highlights both traditional risk mitigation strategies and unconventional solutions. International trends are taken into account, such as stricter visa rules for international students in the USA, Canada, and the UK, and the resulting opportunities for Kazakhstan to attract a redistributed share of global student flows. The methodology (conceptual analysis, a case study of Kazakhstan, and secondary analysis of expert opinions and regulatory documents) is briefly outlined. In conclusion, practical recommendations are formulated for universities and educational authorities.
transnational education; higher education; international branch campuses, Kazakhstan.
THE LEVEL OF ASSESSMENT LITERACY OF PRE-SERVICE MATHEMATICS TEACHERS
Assessment literacy is increasingly recognized as a critical element in the preparation of future teachers, especially in subjects where academic achievement is closely measured, such as mathematics. Yet, the extent to which pre-service teachers develop assessment-related understanding remains a subject of ongoing discussion. This article explores the general patterns and tendencies regarding assessment literacy among future mathematics teachers within the context of higher education. Drawing on conceptual frameworks and previous international findings, the study examines the presence and depth of assessment-related knowledge and attitudes among students preparing for teaching careers. Special attention is given to the role of practical teaching experience in shaping these competencies. While various educational programs emphasize assessment in theory, questions persist about its transfer into real teaching contexts. The study contributes to this dialogue by analyzing indicators of assessment literacy and reflecting on the implications for teacher education. The findings underscore the importance of aligning theoretical content with pedagogical practice and offer suggestions for improving training components related to assessment. This research provides insights relevant to teacher educators and curriculum developers who seek to enhance the effectiveness of initial teacher education and ensure that future educators are well-equipped to assess student learning in a meaningful and responsible way.
JOINT DOUBLE DEGREE EDUCATION AS A NEW STANDARD OF EDUCATIONAL PROGRAM QUALITY
This article analyzes joint double degree programs as institutional instruments for improving the quality of higher education and strengthening the international competitiveness of Kazakhstan universities. Based on an updated review of international research for 2019-2024, regulatory materials of the European Higher Education Area, and national monitoring data, the article examines joint program models, the conditions for their development and implementation, as well as the limitations and risks inherent in national practice. A model of measurable indicators of the quality of double degree programs is proposed, covering program design, resource provision, learning outcomes, and graduate trajectories. It is shown that the development of double degree programs in the Republic of Kazakhstan requires a transition from the predominance of quantitative indicators to evidence-based quality management, aligned with ESG principles and the European approach. The authors also highlight the challenges faced by such educational programs and provide prospects and recommendations for their successful implementation. The article concludes with a summary of the research findings, supported by an extensive literature review.
double degree education, quality assurance, ESG, European approach, internationalization, Kazakhstan
AI AS A TOOL FOR TEACHING LEGAL ARGUMENTATION IN LAW SCHOOLS
The use of artificial intelligence in the study of law offers an opportunity for creative applications in the teaching of legal argumentation and legal reasoning skills. This paper explores the potential of AI as a learning resource for law schools, including the prospect of advanced systems, such as automatic legal reasoners, simulation programs, and chatbots, being used to teach argumentative generation. By reviewing the literature and examining practices, the study anticipates the potential of AI technology according to which students will be able to write legal documents with the use of an AI in a virtual context, be involved in an argumentation of legal reasoning in real time, and have a technology respond to their arguments. While AI is in no possible certain position to replace the role of a lecturer in teaching the skill of critical analysis, it could certainly be viewed as a technology that enhances the learning experience, cultivates more student interaction, and connects theory to practice. The paper also recognises a range of challenges, including ethics, data security, and increasing reliance on technology-based resources in a professional preparation capacity.
DIGITAL APPROACHES FOR IMPLEMENTING GAME-BASED TECHNOLOGIES IN FOREIGN LANGUAGE TEACHING FOR STUDENTS
The article examines digital approaches for integrating game-based technologies into foreign language teaching for students in pedagogical specialties. The purpose of the research is to explore both theoretical foundations and practical applications of integrating digital game-based methods, as well as to determine pre-service teachers’ readiness for their implementation in the teaching process. The study involved 120 pre-service teachers from Astana International University and assessed three dimensions of preparedness for integrating digital game-based technologies in foreign language teaching: technological literacy, pedagogical awareness, and practical readiness. While participants were familiar with platforms such as Kahoot, Quizizz, Wordwall, and Baamboozle, their practical readiness was limited due to insufficient methodological training and institutional support. To address these challenges, the authors developed a pedagogical manual, The Teacher, providing structured guidance, digital resources, and gamified classroom strategies. A five-month experimental study demonstrated that participants using the manual significantly improved their practical readiness, confidence, and ability to apply game-based tools effectively, whereas the control group showed only modest progress. These findings confirm the hypothesis that insufficient integration of digital and game-based learning limits practical readiness and highlight that targeted methodological support enhances pre-service teachers’ competence, creativity, and engagement in modern language instruction.
digital gamification, foreign language teaching, pre-service teachers, game-based learning, digital competence, pedagogical technology
APPLICATION OF THE OPEN-BOOK EXAM IN THE EDUCATIONAL ENVIRONMENT: ANALYSIS OF THE OPINIONS OF TEACHERS AND STUDENTS
The article considers the prospects of using the open-book exam in the educational environment using the example of the Academy of Physical Education and Mass Sports of Astana. The study is aimed at studying the opinions of teachers and students regarding the effectiveness of this form of knowledge assessment. The survey involved 12 teachers of the Department of Physical Education and Coaching, as well as 73 students of the training program "Physical Education Teacher and Sports Coach". The majority of the surveyed teachers (87%) are ready to consider the possibility of using open-book exams, highlighting among the advantages stress reduction (75%), development of critical thinking (50%) and compliance with academic integrity (37%). Students also positively assess the potential of the format: 55% expect a decrease in stress, 66% consider it useful for their future profession. At the same time, 77% of students noted the possibility of maintaining academic integrity when using this format. Particular attention is paid to the analysis of preferred variations of the open-book exam: the majority of teachers (62%) prefer to use their own notes, 37% - educational and scientific literature. The complete refusal to use Internet resources demonstrates a cautious attitude towards digital technologies in the process of knowledge assessment. The data obtained indicate a high potential for the introduction of open-book exams into the educational process of universities of physical education and sports, provided that the methodology and content of examination tasks are carefully developed.
open-book exam, academic integrity, student stress, critical thinking, physical education and sports, knowledge assessment, educational process, professional competencies
BUILDING A SUSTAINABLE SOCIETY: WHAT UNIVERSITIES CAN DO?
This paper investigates how universities advance the global transition toward a sustainable society by moving beyond rhetorical commitments and embedding sustainability into their core institutional practices. Unlike existing studies that predominantly focus on curricular changes, this research offers a conceptual framework distinguishing two interconnected dimensions of sustainability implementation in higher education: sustainability of the university as an organization, and sustainability through university activities, particularly education and community engagement. This analytical distinction constitutes the original scholarly contribution of the study, enabling a more nuanced understanding of universities’ strategic responses to sustainability challenges. The paper examines how global university rankings integrating sustainability indicators have re-shaped institutional priorities and accelerated progress in environmental and social responsibility. Through an analysis of international literature and selected institutional cases, the study demonstrates that universities not only reduce their ecological footprint by improving energy efficiency, minimizing waste, and lowering emissions but also shape societal attitudes by embedding sustainability principles into curricula, research agendas, and behavioural norms. The methodological approach combines qualitative and quantitative analysis of academic sources, institutional reports, and sustainability performance data. The findings highlight an emerging organizational shift: sustainability is increasingly treated as a prerequisite for competitive development in higher education, rather than a peripheral policy goal. The study argues that aligning governance, educational strategies, and operational management with sustainability principles is essential for universities to serve as effective agents of socio-environmental transformation.
environmental sustainability, sustainable communities, sustainable practices, sustainable universities, university rankings
METHODS OF DETECTION AND REMOVAL OF CONCEALED BORROWINGS IN ACADEMIC WORKS OF STUDENTS IN THE KAZAKH LANGUAGE
The article presents a critical review of modern methods of concealing borrowings in academic works of students in the Kazakh language. Three key directions are considered: semantic (paraphrasing, synonymizing, grammatical transformations), technical (hidden characters, substitution of Cyrillic letters with Latin ones, use of Unicode control characters), and structural (tables, schemes, images). Particular attention is paid to the specifics of the Kazakh language as an agglutinative language, which complicates the task of automatic plagiarism detection. Contemporary resources for hiding borrowing are analyzed. The authors propose methods for neutralizing such concealment, covering not only textual data but also tabular materials, as well as visual elements – diagrams and charts.
INNOVATING CAREER SUPPORT IN HIGHER EDUCATION FOR PERSONALIZED PROFESSIONAL DEVELOPMNET
This article examines the current challenges and possibilities in preparing future professionals within higher education, paying particular attention to the changing educational environment of Kazakhstan. It argues that universities must align their curricula with the fast-shifting demands of the global labor market, where not only technical knowledge but also career planning and personal competencies are increasingly valued. The discussion highlights the growing significance of soft skills such as adaptability, problem-solving, and communication as key elements of employability, on par with academic training. Drawing on both national and international perspectives and informed by concepts of globalization and interconnected labor markets, the study compares how different systems approach career support. The analysis shows that while technical expertise remains necessary, modern employers often prioritize creativity, flexibility, and interpersonal strengths. By bringing together findings from pedagogical research and policy reports, the article stresses the need to embed career education and soft-skills development into university programs. It concludes that the professional success of graduates depends not only on specialized training but also on the systematic cultivation of transferable competencies, which together will help them stay resilient and competitive in an unpredictable global economy.
higher education, professional development, career planning, soft skills, employability, global labor market, educational reform, competitiveness of graduates
FORMATION OF MULTI-UNIVERSITY SCIENTIFIC AND EDUCATIONAL COMMUNITIES BASED ON SCIENTOMETRIC ANALYSIS
The article examines the problem of forming multi-university scientific and educational communities based on scientometric and network analysis methods. A formal model for identifying inter-university collaborations is proposed, which is based on constructing a metric space of scientific publications and further clustering using the Louvain algorithm. The model makes it possible to represent universities and researchers as nodes of a collaboration network, where the edge weights are determined by the number of co-authored publications. The developed approach was applied to data from the open OpenAlex database for the analysis of universities in Kazakhstan. The obtained results revealed the existence of a core of leading institutions (Al-Farabi Kazakh National University, Nazarbayev University, L. N. Gumilyov Eurasian National University, and Astana IT University) that demonstrate the highest intensity of collaboration, while other universities remain at the periphery of the research network. It was also established that national collaborations in Kazakhstan are significantly stronger than international ones, which highlights the need for further internationalization and integration into global scientific networks. The results obtained have both theoretical significance for the development of scientometrics and practical value for shaping science policy and designing strategies to improve the effectiveness of academic collaboration.
multi-university scientific communities, scientometric analysis, network clustering, scientific collaboration network, citation network, international collaboration
ATTITUDES TOWARD CIVIC EDUCATION PRACTICES AND CIVIC ORIENTATIONS OF UNIVERSITY STUDENTS IN KAZAKHSTAN
This article examines university students’ attitudes toward the practice of civic education in the Republic of Kazakhstan, as well as the extent to which their civic attitudes and patriotic self-awareness have formed. Based on a quantitative study encompassing a representative sample of students from various regions, it is shown that a majority of respondents demonstrate strong civic attitudes and identify with the concept of a civic nation. At the same time, significant differences were found in the perception of civic identity depending on the language of instruction and type of locality. The data obtained indicates an overall successful influence of state policy on the formation of civic values among university students. However, the results also point to the need for a more differentiated approach to civic education at universities, considering regional, linguistic, and sociocultural characteristics of the youth. The scientific novelty of the study is determined by the comprehensive analysis of the structure and factors of the formation of civic identity of Kazakhstan youth. The practical significance lies in the potential use of the results for developing educational programs and youth policy aimed at strengthening intercultural dialogue and national unity.
civic identity; higher education; patriotism; civic education; multi-ethnic society; survey; contemporary history of Kazakhstan
PARTICIPATION OF KAZAKHSTANI UNIVERSITIES IN GLOBAL RANKINGS:ANALYSIS OF DYNAMICS, PROBLEMS, AND PROSPECTS
Global university rankings are increasingly used as tools for assessing university effectiveness and shaping educational policies. This article presents a comprehensive analysis of the participation of Kazakhstani universities in the international rankings QS, THE, and ARWU. The study reveals both positive dynamics and persistent institutional barriers for Kazakhstani universities. The research methodology includes quantitative and qualitative analysis of university positions, as well as comparative analysis. The findings show that the main problems with the global positions of Kazakhstani universities are related to insufficient scientific productivity, limited internationalization, and a disconnect between public policy and institutional practice. Recommendations are provided for the development of the research ecosystem and the transformation of academic management mechanisms.
university rankings, Kazakhstan, higher education, internationalization, academic reputation
METHODOLOGICAL FEATURES OF WORKING WITH STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN TEACHING MATHEMATICS IN GENERAL SECONDARY SCHOOLS FEATURES OF WORKING WITH STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN TEACHING MATHEMATICS IN GENERAL SECONDARY SCHOOLS
Inclusive education requires a dynamic and flexible approach to meet the diverse needs of students with special educational needs (SEN). In Kazakhstan, inclusive education is supported by several legal frameworks, such as the Law on Education, the State Program for the Development of Education (2020–2025), and the National Plan to Ensure the Rights of Persons with Disabilities until 2025. This study explores the methodological features of teaching mathematics to students with SEN in general secondary schools. The research focuses on the development and implementation of teaching strategies tailored to students’ specific diagnoses. An experimental program was piloted in three schools in the Karaganda region, involving 87 students (including 19 with SEN) and 14 mathematics teachers. The study applied differentiated instruction, ICT-based teaching methods, and game-based learning approaches. The results demonstrated a 25% increase in academic performance among SEN students and a significant improvement in classroom engagement and motivation. The study highlights effective methodological strategies and provides recommendations for integrating SEN students into mainstream mathematics education
inclusive education, special educational needs, mathematics teaching, ICT tools, individualized education plans, pedagogical methods
METHODS OF TEACHING VOCABULARY OF A SECOND LANGUAGE: LINGUODIDACTIC ASPECTS
In the context of multilingual education in Kazakhstan, the study of a second foreign language takes on special significance, since the formation of a multilingual personality is an important direction of the language policy in Kazakhstan. University teachers face the issue of updating the methodology of teaching a second foreign language within the allocated hours for this discipline. The article is devoted tj the study of some methods of teaching the vocabulary of a second foreign language to students with the state language of instruction. The article discusses the linguodidactic principles of teachinng vocabulary and word formation of the German language, such as morphological.lexical and conceptual differences between the Kazakh and German languages. These features affect the selection of active vocabulary and require the use of methods that facilitate the process of mastering vocabulary. The purpose of research is to study effective methods of assimilation of lexical units and methods of word formation in the German language. The results of the methodological expirement display the efficiency of the proposed methods for the formation of an active vocabulary in the experimental gpoup compared to the control group. The use of these methods allows to reduce the level of difficulities that arise while studing vocabulary in German and contribute to the successful implementation of new lexical units and word-formation models.
teaching vocabulary and word formation, linguistic aspects, contextual teaching, cognitive approach, interlinguistic associations
THE EXPERIENCE OF OLYMPIC EDUCATION FOR UNIVERSITY STUDENTS
The article explores new approaches to professional training in sports education, focusing on integrating physical education and sports specialists into the global system. It highlightsthe promotion of the ideals and values of Olympic teaching in response to the growing interest in the international athletic movement and the Games in the context of modern global society. The study is based on research materials evaluating the professional literacy level of specialists in physical education regarding the global sporting event, including its history, current state, and the impact of new knowledge on the professional preparation of future specialists. The main aim of the article is to cultivate and enhance the culture of Olympism among youth by introducing them to the ideals and values of competitive sports through educational programs. Additionally, the article presents the experience of implementing Olympism concepts at the M. Utemisov West Kazakhstan University. Recommendations for improving students' literacy in sports-related knowledge at higher educational institutions are also provided.
olympic education, physical education and sports specialists, Olympic Games, olympism, students, olympic movement