Научно-аналитический журнал "Высшая школа Казахстана"
Научно-аналитический журнал «ВЫСШАЯ ШКОЛА КАЗАХСТАНА» является периодическим научным изданием. Миссия журнала заключается в предоставлении ежеквартальных рецензируемых обзоров современных научных тем и результатов исследований. Цель журнала Обеспечить научному сообществу возможность публиковать результаты теоретических и прикладных исследований по проблемам высшего и послевузовского образования. Собственником издания является РГП на ПХВ «Национальный Центр развития высшего образования» МНВО РК (г. Астана, Республика Казахстан). Свидетельство о регистрации в Комитете связи, информатизации и информации Министерства по инвестициям и развитию РК №15650-Ж от 05.11.2015 г. Статьи в журнале ВЫСШАЯ ШКОЛА КАЗАХСТАНА публикуются на казахском, русском и английском языках. Международный стандартный серийный номер ISSN (Print) 3005-3544; ISSN (Online) 2413-5488 Фокус и масштаб В журнале публикуются результаты теоретических и прикладных исследований по проблемам высшего и послевузовского образования. Также принимаются материалы, представляющие практический опыт использования педагогических технологий в образовательном процесса высших учебных заведений. Материалы должны способствовать обмену соответствующими результатами исследований, обсуждению важных тенденций в развитии образования и науки. Журнал «ВЫСШАЯ ШКОЛА КАЗАХСТАНА» осуществляет публикацию научных статей по следующим направлениям: Образовательная политика в области высшего образования Вопросы обеспечения качества высшего образования Цифровизация высшего образования Процесс экспертной оценки Представленные статьи должны быть оригинальными, неопубликованными и не подлежащими публикации где-либо еще на момент подачи в журнал «ВЫСШАЯ ШКОЛА КАЗАХСТАНА». Все представленные статьи будут рассмотрены в процессе двойного слепого рецензирования как минимум двумя рецензентами, имеющими опыт в соответствующей предметной области. Процесс двойного слепого рецензирование осуществляется через платформу сайта OJS на основе критериев, определенных редакцией журнала. Частота публикаций Периодичность публикации журнала – четыре раза в год. Политика открытого доступа Журнал «ВЫСШАЯ ШКОЛА КАЗАХСТАНА» предоставляет открытый доступ ко всему своему контенту, исходя из того принципа, что свободный доступ к исследованиям способствует расширению глобального обмена знаниями. Такой доступ связан с увеличением читательской аудитории и увеличением цитируемости работы автора. Для получения дополнительной информации об этом подходе см. проект Public Knowledge Project, который разработал эту систему для улучшения научного и общественного качества исследований и который бесплатно распространяет журнальную систему, а также другое программное обеспечение для поддержки публикации научных ресурсов в открытом доступе. Архивирование Все опубликованные в журнале «ВЫСШАЯ ШКОЛА КАЗАХСТАНА» статьи архивируются и находятся в открытом доступе на сайте журнала https://HighEduJournal.kz Проверка на плагиат Все представленные материалы в журнал «ВЫСШАЯ ШКОЛА КАЗАХСТАНА» проверяются на плагиат с помощью системы StrikePlagiarism.com до начала процесса рецензирования. История журнала Журнал «ВЫСШАЯ ШКОЛА КАЗАХСТАНА» регулярно публикуется с 2013 года. Редакционная политика приказ: ссылка
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.
ОБЕСПЕЧЕНИЕ КАЧЕСТВА ВЫСШЕГО ОБРАЗОВАНИЯ
Academic integrity; plagiarism; concealment of borrowings; Kazakh language; agglutinativity; anti-plagiarism; multimodal models
Copyright (c) 2025 Научно-аналитический журнал "Высшая школа Казахстана" https://creativecommons.org/licenses/by-nc/4.0
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.
ОБРАЗОВАТЕЛЬНАЯ ПОЛИТИКА В ОБЛАСТИ ВЫСШЕГО ОБРАЗОВАНИЯ
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
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 to 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 teaching 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. Specific attention is paid to the importance of considering cognitive and linguacultural phenomena when choosing methodological approaches that help adapt the learning process to students. The article presents three effective methods identified through testing during the experiment: contextual learning, the method of interlinguistic associations and contrastive analysis. The results of the methodological experiment display the efficiency of the proposed methods for the formation of an active vocabulary in the experimental group compared to the control group. The use of these methods allows to reduce the level of difficulties that arise while studying vocabulary in German and contribute to the successful implementation of new lexical units and word-formation models. The novelty of the study lies in the adaptation and testing of these methods in the context of Kazakhstani multilingual education. The results of the study have practical importance and can be used in the preparation of curricular, massive open online courses and teaching aids for students with the state language of instruction.
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. This study employed a mixed-methods design, combining a survey of 225 students with an experimental intervention involving an “Olympic Education” course. Findings showed that students in the experimental group significantly improved their Olympic literacy compared to the control group, confirming the effectiveness of the intervention. 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
UNDERGRADUATES’ PERSPECTIVES ON TEACHING AS A CAREER: EVIDENCE FROM KAZAKHSTAN
This study investigates the determinants of choosing teaching as a career in Kazakhstan. Using a quantitative, cross-sectional survey of 625 undergraduate students across 38 higher education institutions, the research explores how school background, academic performance, field of study, participation in teaching-related programs, and scholarship type shape career intentions. Statistical analyses revealed several key patterns. Public school graduates were more likely than peers from selective or private schools to consider teaching. Students who considered teaching did not score significantly lower on the national exam than those who did not. Enrollment in education majors strongly predicted interest in teaching, yet notably, 68% of non-education students also reported considering the profession, highlighting the potential of alternative entry routes. Participation in programs such as Teach for Kazakhstan or teacher clubs was significantly associated with stronger career commitment, while rural quota recipients expressed greater readiness to teach in rural areas compared to peers. The findings suggest that structural experiences and targeted incentives exert greater influence on teaching intentions than academic achievement. The study concludes that policy interventions should prioritize early classroom exposure, bundled financial and professional support, and broadened pathways into teaching to strengthen recruitment and retention in Kazakhstan’s education system
University graduates’ careers, teaching career, university student survey, career choice predictors, teacher supply
DEFINING THE LINGUISTIC MEANS OF SCIENTIFIC AND TECHNICAL COMMUNICATION IN THE TRAINING OF ENGINEERS
Changes in the higher education system predetermine the need for scientific understanding of the process of scientific and professional activities formation, which play a key role in the development of knowledge, innovation and solving complex problems in the field of science and technology. The article examines the problem of scientific training of engineers, which lies in the need to substantiate and develop technology for the formation of scientific and professional competence of technical university students in the process of teaching the scientific language, that is, teaching scientific communication in engineering. The authors presented research of scientific and linguistic system of technical personnel training through a theoretical review of foreign experience in order to determine key linguistic means of scientific and technical communication and a questionnaire survey to assess the applicability of linguistic means of scientific discourse in the training of engineering and technical personnel. The research has been carried out within the framework of the project funded by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan “Enhancing Scientific and Professional Language Learning for Engineering Students in Kazakhstan through Digital Technologies” (Grant No. AP19678460).
linguistic means; scientific communication; training of engineers; theoretical review; questionnaire survey; data analysis
INTEGRATED MODEL FOR DEVELOPING ENVIRONMENTAL COMPETENCE: SCIENTIFIC FOUNDATIONS, TECHNOLOGIES, AND REFLECTION
The article is devoted to the development, testing, and evaluation of an integrated model for developing environmental competence in students at higher education institutions. The model is based on a comprehensive approach that includes cognitive, axiological, and practical components and combines theoretical, practice-oriented, and reflective blocks. This ensures the holistic formation of environmental knowledge, value orientations, and practical skills necessary for solving sustainable development tasks in students. The model was tested at the Sarsen Amanzholov East Kazakhstan University with the participation of 88 students divided into control and experimental groups. Quantitative and qualitative methods were used to evaluate its effectiveness: testing, questionnaires, observation, and expert assessment. The results showed a significant increase in the level of environmental competence in the experimental group, especially in the axiological and practical components. The developed model has proven its effectiveness and can be implemented in educational programs for training specialists in the fields of ecology, biology, and pedagogy, contributing to the formation of environmentally responsible and professionally competent personnel.
environmental competence, cognitive component, axiological component, practical component, sustainable development, educational model, environmental education.
Copyright (c) 2025 Научно-аналитический журнал "Высшая школа Казахстана"
THE EFFECT OF GAMIFICATION IN EDUCATION: THE META-ANALYSIS OF THE IMPACT OF IMPLEMENTATION ON STUDENT ENGAGEMENT AND LEARNING OUTCOMES
This meta-analysis study examines the effectiveness of gamification in educational contexts at different academic levels and different areas of academic subjects. By the semantic review of 26 empirical and experimental research published between 2010 – 2024 years, covering 12,456 participants. The research investigates the effects of gamification elements on student learning outcomes, engagement, and motivation. Results that obtained, indicate a significant positive effect of gamification on student learning achievement (g=0,682, p < 0,001) and engagement (g = 0,724, p < 0,001). According to the investigation certain gamification elements, particularly points, badges, and leaderboards, demonstrate varying effectiveness degrees in educational contexts. The study results provide valuable insights for instructional designers and educators implementing gamification strategies in education
gamification; instructional design; education; curriculum; engagement; outcome
STUDY OF THE QUALITY LEVEL OF THE HIGHER EDUCATION SYSTEM BASED ON CLUSTERED INFLUENCE FACTORS
The article presents the results of a study aimed at assessing the quality of the higher education system. The emphasis is placed on using clusters – groups of interrelated factors that affect the overall effectiveness of the educational process. Identifying groups of similar influence factors made it possible to assess the impact of various components more accurately on the overall level of education quality. The used methodology (Clustered Influence Factor) was to analyse the influence of various factors as teaching staff and administrative and managerial staff on quality level in HEIs grouped into clusters based on similar characteristics. And the main characteristics of a modern university, the role of subjects in the university's development, the internal quality assurance system, etc., were considered cluster factors. This methodology allowed a structured approach to the analysis of complex systems, highlighting key factors and their interrelationships, which simplifies the decision-making process to enhance quality assurance. The results provide valuable information for higher education quality managerial decisions and strategic planning. They can also serve as a basis for making improvements in the development of the internal quality assurance system. The study identified problems and challenges in higher education, allowing the university's relevant structural units to assess the difficulties they face. Identified positive aspects can be used to increase the attractiveness of educational organizations for students, teachers, and potential partners. The study provides a starting point for the subsequent comparison of quality assurance factors and makes a specific contribution to the development of the methodology for assessing the quality of education, establishing quality assurance systems within the university, and improving the quality of education at the system level.
MECHANISMS FOR THE INTEGRATION OF SOFT SKILLS, VOLUNTEERING, AND STUDENTS' SOCIAL GPA AT THE UNIVERSITY
The article examines the mechanisms for integrating soft skills, volunteering, and university students’ social GPA. The authors analyze specific features of each concepts and based on identifying their interrelation, propose recommendations for implementing the research results into practical application of social GPA in Kazakhstan universities. They suppose that the findings of the study could be used to improve legal and regulatory framework for scaling up the pilot project on assessing student achievements, taking into account the Integrated GPA (IGPA). The article’s aim is to identify the mechanisms for integrating soft skills, volunteering, and students’ social GPA. To achieve this goal, following objectives were solved: 1) to establish the correlation between the concepts of “soft skills” and “volunteering” and their interrelation; 2) to determine the role of soft skills within the criteria system of students’ social GPA; 3) to propose recommendations to the scientific and academic community of Kazakhstan regarding the integration of three phenomena under consideration. The results obtained in the course of solving the objectives allowed authors to conclude that students’ volunteering acts as a socio-pedagogical platform for soft skills development, the combination of which has a significant impact on social GPA level, thereby contributing to students’ personal development.
soft skills, assessment and evaluation of soft skills, student volunteering, social GPA, integrated GPA.
DESIGN OF THE FRAMEWORK FOR STEM LANGUAGE TRAINING IN ENGINEERING EDUCATION
In the era of digital transformation and globalization of science, the development of scientific and professional language training technical specialists has a particular importance. The present study was carried out in the of implementation of the project “Enhancing scientific and professional language learning for engineering students in Kazakhstan through Digital Technologies” financed by the Science Committee of the Republic of Kazakhstan (Grant No. AP19678460). The research in the article is devoted to the analysis of modern approaches to the formation of scientific language literacy of STEM (Science, Technology, Engineering, Mathematics) students by means of digital technologies. In the research there has been presented the framework of STEM language training aimed at developing scientific literacy, academic writing skills, and effective professional communication among STEM students in the context of digital transformation. Key principles and approaches of STEM language training such as interdisciplinarity, digitization, practical orientation and research-based learning are considered. The study highlights the positive impact of language literacy in the STEM communication on research skills development of future engineers and effectiveness of the digital tools on the development of research language skills and suggests future research directions, including the integration of artificial intelligence into the educational process.
STEM language training, research language skills, framework, scientific communication, engineering education, digital transformation
TRENDS IN THE DEVELOPMENT OF KAZAKHSTAN'S HIGHER EDUCATION SYSTEM
This work describes, systematizes and summarizes the problems of quality assurance, efficiency and effectiveness, in the context of the global competitiveness of the higher education system, which has been and remains one of the most acute problems of the development of modern society in the Republic of Kazakhstan. The persistence of challenges and gaps, despite the measures taken, is associated with the demographic growth of young people and the aging of teachers. Ensuring access to education, its quality, and the transformation of higher education to meet the needs of the labor market are becoming the primary goal for ensuring economic growth. The authors have identified the relationship and mutual influence of higher education trends with economic development trends, and provided recommendations for the development of the higher education ecosystem.
TEACHERS' PERSPECTIVES ON THE USE OF ARTIFICIAL INTELLIGENCE AND IMMERSIVE TECHNOLOGY IN THE PROCESS OF TEACHING GEOGRAPHY
Artificial intelligence (AI) and immersive technologies (VR, AR) are deeply embedded in modern education and are becoming an integral part of it. The main feature of these technologies is that they allow you to make lessons interactive, making teaching methods more interesting and effective. One of the most important factors influencing the future of education at high institutions is the attitude and acceptance of teachers towards the use of these technologies in their educational practice. In this article, we will examine how successfully teachers' attitudes can be implemented in this process. While some teachers are ready to use new technologies, others may be skeptical. In this regard, the relevance of the study is to identify the possibilities of using new technologies in the process of teaching geography by analyzing teachers' opinions. To achieve the research goal, an 8-question survey was developed and conducted based on the analysis of scientific articles and Google Forms. The survey was conducted among 116 university teachers, 77 of whom were women and 39 were men. The data obtained during the study were processed and analyzed using the SPSS Base software package. The survey results highlighted the key research questions and demonstrated the potential and challenges of AI, VR, and AR technologies in improving the quality of education. In the final section, the effectiveness and difficulties of introducing these technologies into the process of teaching geography are systematically analyzed, and scientifically based conclusions are drawn on their integration.
Immersive technology, artificial intelligence, geographic knowledge, innovation, VR, AR.
RELIABILITY OF AI IN FOREIGN LANGUAGE SPEAKING ASSESSMENT: COMPARING AUTOMATED AND HUMAN SCORING AMONG UNDERGRADUATE IT STUDENTS IN KAZAKHSTAN
The integration of Artificial Intelligence (AI) in language assessment, particularly in evaluating speaking skills, has introduced opportunities for greater consistency, efficiency, and scalability in educational contexts. This paper studies the reliability of AI-assisted speaking assessment compared to human-mediated evaluation, with a focus on inter-rater and intra-rater reliability in English as a Foreign Language (EFL) learning. This paper explores the strengths and limitations of AI in automated scoring, such as its capacity for standardization, alongside challenges related to validity, bias, and interpretability of results. This study reviews discrepancies between human and AI scoring due to subjective judgment and training limitations. The study emphasizes the need for standardized rubrics, rater training, and AI model calibration to enhance reliability. This paper concludes by proposing a hybrid assessment framework in which AI complements human raters, supported by methodological and technical improvements in speech recognition and natural language processing. This approach aims to optimize speaking proficiency evaluations while maintaining fairness and educational integrity.
ASSESSING PROFESSIONAL FOREIGN LANGUAGE COMPETENCE AMONG STUDENTS OF LINGUISTIC AND NON-LINGUISTIC SPECIALTIES
The article explores the development of professional foreign language competence in students of linguistic and non-linguistic specialties within the convergence of formal and non-formal education. This competence is relevant to training competitive specialists in a globalized and internationalized professional environment. The study aims to examine the theoretical foundations and applied methods for developing this competence and determine its initial state among students. The tasks include analyzing current research, clarifying the concept of "professional foreign language competence," and assessing students' initial competence levels through a questionnaire. The analysis revealed that societal and educational processes are interconnected. A high-tech society requires convergence as a methodological basis for a new educational paradigm, while educational changes impact social processes. Successful development of professional foreign language competence requires integrating formal and non-formal learning within a convergent educational space. The research findings provide a foundation for developing scientific and methodological solutions for professional foreign language training through the integration of formal and non-formal higher education
competence, professional foreign language competence, convergence, foreign language training, formal education, non-formal education, non-formal foreign language education.
BILINGUAL EDUCATION: ANALYSIS OF SCIENTIFIC PUBLICATIONS IN SCOPUS
The article considers bilingualism as one of the main trends in the linguistic development of society. Bilingual education is an important component of the educational process. The purpose of the work is to analyze the dynamics and content of scientific publications in order to identify the main directions of development and trends in the field of bilingual education. The research methodology includes the collection of data on the keywords "bilingualism" and "education", processing and analysis of 7609 publications using the statistical package SPSS and qualitative analysis programs, which allows for a multi-level analysis of thematic, geographical, and temporal aspects. The theoretical significance of the research lies in the systematization of knowledge about bilingual education, deepening understanding of the multidisciplinary nature of this field of research. The practical significance is expressed in the possibilities of using the results to develop strategies for preserving linguistic diversity and promoting intercultural communication. The results of the study showed a significant increase in the number of studies on bilingual education. Geographical and industry analysis of publications show the global and interdisciplinary nature of the research area. The conclusions of the study are that, in the context of globalization and digitalization of public space, it is important to continue research related to bilingual education in order to better understand the relationship between language, society, and culture.
APPLICATION OF THE CRITERION-BASED ASSESSMENT METHODIN TEACHING A FOREIGN LANGUAGEAT A TECHNICAL UNIVERSITY
This article describes the conditions of modernization changes in the field of higher education concerning the use of the Common European Framework of Reference for Languages ​​(CEFR) and criterion-based assessment (CA) in teaching a foreign language at a technical university. The purpose of the study is to substantiate the need and effectiveness of using CA in the process of teaching foreign languages ​​to students of technical educational programs, as well as to identify the problems and prospects for its implementation in the practice of higher education. The prerequisites for the introduction and successful use of criterion-based assessment of students' educational results are delineated. The study reports that criterion-based assessment is a process based on clearly defined criterion that provide rational assessment of students' achievements and formation of their competencies necessary for the use of a foreign language in professional activities. The article presents a review of the works of foreign and domestic scholars, discusses their views and ideas, which are the theoretical basis for this study. The characteristics of the structure of criterion-based assessment are given, including its main concepts, purpose, tasks and functions. The article presents an analysis of a survey of the faculty of the Department of Foreign Languages ​​on the introduction and implementation of criterion-based assessment in teaching English to students of technical specialties at the Karaganda Technical University named after A. Saginov. The difficulties that appeared during the introduction of criterion-based assessment are identified, recommendations are proposed for solving the problems that have arisen and further improving the application of the criterion-based assessment method in the educational process.
USING MACHINE LEARNING ALGORITHMS IN TRAINING FUTURE COMPUTER SCIENCE TEACHERS
The beginning of the application of artificial intelligence in various areas of society in recent years has put forward the requirements for the introduction of innovative technological methods into education. Improving the knowledge of future computer science teachers is being connected with the directions of modern artificial intelligence. In the process of training computer science teachers in the higher education system of the country, new disciplines are taking a place in the composition of educational programs. In particular, the direction of artificial intelligence machine learning is included in educational programs for training computer science teachers and gives positive results. In the educational process, the theoretical foundations of machine learning are being practically implemented in modern programming languages; in particular, the Python language with the use of the ChatGPT chatbot and the R language for programming scientific problems are being used.
Copyright (c) 2025 Научно-аналитический журнал "Высшая школа Казахстана" https://creativecommons.org/licenses/by-nc/4.0/
THE IMPACT OF AI ON ACADEMIC WRITING: ENHANCING SKILLS OR HINDERING CRITICAL THINKING?
This study examines the impact of AI tools like ChatGPT on academic writing among undergraduate students at a university in Kazakhstan. Using survey data from 91 students, the study used descriptive statistics, group comparisons, and correlation analysis to explore perceptions of AI in tasks such as organizing ideas, grammar correction, summarizing content and critical thinking. Students rated AI most helpful for improving writing clarity (M=3.75) and paraphrasing (M=3.74). Gender and age differences were notable: females found AI more helpful for grammar (M=3.89), while younger males used it more for organizing ideas (M=4.00). A strong correlation (r=0.59) was also observed between content summarization and idea organization, underscoring how AI tools may support higher-order thinking by helping students distill and structure complex information. The study highlights both the benefits and concerns regarding over-reliance and critical thinking, and calls for clear guidelines to ensure responsible AI use that supports academic integrity.
THE STRUCTURE OF METHODOLOGICAL COMPETENCE OF UNIVERSITY TEACHERS AND THE LEVELS OF ITS DEVELOPMENT
The development of methodological competence among university instructors is a key factor in improving the quality of higher education and adapting to modern educational challenges. This study explores the structure, components, and levels of methodological competence, emphasizing the need for continuous professional development. A mixed-methods approach was employed, combining theoretical analysis with a review of the best global practices. The findings suggest that methodological competence encompasses pedagogical knowledge, research skills, adaptability, and innovation. The study also proposes a five-level classification system to assess instructors' methodological competence. Enhancing this competence through targeted professional development and digital learning strategies is crucial for improving teaching effectiveness and student outcomes in higher education.
methodological competence, university instructors, pedagogical knowledge, professional development, digital learning, higher education, assessment strategies, teaching innovation, blended learning, student-centered learning.
LEARNING MOTIVATION AS AN INDICATOR AND CONDITION OF LEARNERS' PSYCHOLOGICAL WELL-BEING
The article presents the relationship between learning motivation and psychological well-being of learners. Despite the wide range of works devoted to the study of learning motivation and psychological well-being of learners, the mechanisms of their mutual influence in the educational environment are not fully understood. In particular, comprehensive models of pedagogical design that take into account the two-way relationship of these phenomena have not been sufficiently developed. Learning motivation is analyzed by authors as an indicator and condition of learners' psychological well-being in the context of various theories of psychological well-being, including self-determination theory, positive psychology, humanistic theory, expectancy and value theories, and others. Unlike most existing works, the authors emphasize the importance of considering the two-way relationship between learning motivation and learners' psychological well-being in the pedagogical design of educational environments and propose practice-oriented principles of pedagogical design of educational environment aimed at creating conditions that stimulate intrinsic motivation, supporting learning activity and ensuring psychological comfort of learning. These include the individualization and support autonomy, relevance of learning outcomes, positive interaction, integration of engagement technologies into learning, ethical assessment and feedback, development of self-regulation skills and emotional stability.
RESEARCH PRODUCTIVITY AND MAIN PUBLISHING INSTITUTIONS IN KAZAKHSTAN
Research productivity plays a vital role in advancing knowledge, strengthening academic institutions, and bolstering national development. In Kazakhstan, the research and publishing landscape is undergoing significant changes, shaped by institutional dynamics and external pressures. This study assesses the current state of research productivity in Kazakhstan, focusing on key contributing institutions. A quantitative methodology was employed, leveraging data from academic databases Scopus to analyze citation metrics, publication outputs, and institutional contributions. SciVal analytical tool was used to access the research performance of Kazakhstan and Kazakhstani universities. The findings reveal a notable rise in Kazakhstan's research output in recent years, driven by contributions from leading universities. Despite this progress, challenges such as insufficient funding, inadequate research infrastructure, and limited international collaboration hinder further advancement. This article also identifies and examines the pivotal role of key publishing institutions in shaping the nation’s academic productivity. The insights provided aim to inform policy strategies for fostering a more robust and competitive research ecosystem in Kazakhstan.
MODEL OF PSYCHOLOGICAL AND PEDAGOGICAL GUIDANCE FOR UNIVERSITY STUDENTS’ SOFT SKILLS DEVELOPMENT
In the context of dynamic changes in the economy and rapid technological progress, the process of developing soft skills is becoming an integral condition for the professional success of graduates of education institutions. This study aimed to create and substantiate from a scientific point of view a model of psychological and pedagogical guidance that promotes the development and strengthening of soft skills in university students. The study employed a comprehensive methodological approach, including a theoretical analysis of scientific and methodological sources, systematization of data, empirical study through a sociological survey of employers and HR specialists in the Pavlodar region (75 respondents), and modeling aimed at developing a scientifically based model of psychological and pedagogical guidance for soft skills development in university students. Particular attention is given to skills such as teamwork, creativity, critical thinking, problem-solving, and emotional intelligence. The developed model is an integrated structure that includes target, methodological, diagnostic, content, organizational, and result-oriented components. Each of these components is aimed at creating a favorable educational environment that helps strengthen the professional competitiveness of students and develop their personal stability and ability to successfully adapt to a dynamically changing labor market. The model presents programs focused on the systematic and effective development of soft skills, providing a comprehensive approach to this process through the integration of innovative methods, various forms of training and modern educational resources. Thus, the model focuses on creating an educational space that stimulates the development of soft skills and assumes active participation of all subjects in the educational process.
ENHANCING COMPETENCIES AND MOTIVATION: THE IMPACT OF 360-DEGREE VIDEO TECHNOLOGY ON FUTURE FOREIGN LANGUAGE TEACHERS
This study examines an innovative approach to the training of foreign language teachers using 360-degree video technology. The current method is a unique combination of existing techniques, combining immersive learning and the development of professional competencies. The investigation highlights the novelty of the problem, which lies in the lack of development of approaches that integrate immersive technologies into the professional education of teachers. The research conducted among students of the Eurasian National University who completed a course on integrating 360-degree video into the educational process. The focus is on analyzing the impact of 360-degree video technology on the development of key professional competencies: pedagogical adaptability, cultural awareness, classroom management skills, reflective practices, technology proficiency, and student engagement strategies. The model presented in the study demonstrates the interrelationship of these competencies, suggesting a new research paradigm for teacher education. The results showed a significant improvement in all competencies after using technology, especially in the areas of creative thinking (+7 points) and technological competence (+7 points). There was also an increase in student motivation due to the use of new teaching methods.
360-degree video, intercultural competence, authentic educational situations, technological competence, creativity thinking, differentiated approach, methodological competence
SYLLABUS DEVELOPMENT FOR TEACHER INPUT IN STUDENT-CENTERED LEARNING
Modern didactic practice called Student-Centered Learning (SCL) promotes a learning process that is flexible, adaptable to individual student needs. This paper offers an examination of general education cycle discipline syllabi within the framework of SCL, focusing on the customization of syllabi to meet student needs and tracing their developmental trajectory. Employing both bibliographic and content analysis methodologies, this study illuminates the distinctive features and evolutionary patterns of SCL syllabi. Notably, it identifies a wide array of assignment formats and types evident in syllabi sourced from the Department of General Education Disciplines. The syllabi are a key document in discipline-based teaching, regarding instructions, course content, and student teaching and learning dynamics. The findings of the study help deepen our comprehension of syllabus evolution within the SCL paradigm and provide valuable insights for educational practitioners and curriculum developers.
THE ROLE OF PHYSICAL PRACTICAL COURSE IN IMPROVING RESEARCH SKILLS OF FUTURE TEACHERS
The article separately reveals the main components of a special physical workshop. It discusses the theoretical support of the workshop and a set of laboratory works related directly to the research work, and analyzes their main goals. The level of scientific research competencies “before and after” of the controlled groups is compared using research methods, including surveys. Based on the physics workshop, it will be shown what impact the presentation of educational and teaching aids has on the formation of scientific and research competencies of future physics teachers, as well as the innovation of these tools and the positive impact they have on the teacher and student. In addition, by analyzing the place of methodological recommendations and applications in the educational process, he offers the advantages of a logical continuation of his independent scientific and design work. A selection of the results of the analysis with a comprehensive study of the current topic is demonstrated. Considering the purpose and main objectives of the proposed physics workshop to solve the problem, its influence on the student and the importance of his place in solving the problem are proven. The importance of the main components of knowledge, skills and abilities in performing laboratory work does not lag behind. Thus, the need to provide educational and teaching aids for physics workshops is proven. That is, it shows what role the course plays and reveals its relevance. The result is a positive growth of 42%.
physics teacher, physics workshop, laboratory work, research competence.