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. Собственником издания является РГП на ПХВ «Национальный Центр развития высшего образования» МНВО РК (г. Астана, Республика Казахстан). Свидетельство о постановке на переучет периодического печатного издания, информационного агентства и сетевого издания в Комитете информации Министерства культуры и информации Республики Казахстан № KZ55VPY00129892 от 22.09.2025 г. Дата и номер первичной постановки на учет: 13306-Ж от 25.01.2013. 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. 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
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.
ОБЕСПЕЧЕНИЕ КАЧЕСТВА ВЫСШЕГО ОБРАЗОВАНИЯ
Copyright (c) 2025 Научно-аналитический журнал "Высшая школа Казахстана" 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.
assessment literacy; pre-service teachers; mathematics
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
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
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.
Academic integrity; plagiarism; concealment of borrowings; Kazakh language; agglutinativity; anti-plagiarism; multimodal models
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.
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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
THE IMPACT OF INTERNATIONAL UNIVERSITY EDUCATIONAL PROGRAMS ON THE COMPETITIVENESS OF KAZAKHSTANI STUDENTS
The educational programs in Kazakhstan are at a transitional stage, and an aspect of this transition is the internationalization of the university education system to ensure students' competitiveness for global recognition. This study contributes to local internationalization by synthesizing literature on the concept and analyzing the flow of Kazakhstani students over the years. Indeed, the country succeeded in attracting students from other countries, though this was insignificant compared to the mobility of Kazakh students abroad. The highlight of the two strategies employed to improve internationalization is the establishment of foreign centers for study and the recruitment of expatriate scholars in Kazakhstan. Lastly, the use of a foreign language as a means of local internationalization was discussed. At the university level, Kazakhstan may have overrated its proficiency in using English as a working language.
student migration, globalization, internationalization, Kazakhstan.
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.
OPTIMIZING PROJECT-BASED LEARNING FOR FOOD INDUSTRY STUDENTS: THE ROLE OF PROJECT COMPLEXITY AND DURATION
This article investigates the influence of Project-Based Learning (PBL) parameters on the educational results of students in the discipline ‘Technology of Meat and Meat Products’. The relevance of the study is due to the need to improve educational techniques aimed at developing practical skills and increasing student motivation. The research methods included a factor experiment in which the complexity of the project (X₁: basic level (1), medium level (2), high level (3)) and the duration of the project (X₂: 2 weeks (2), 4 weeks (4), 6 weeks (6)) were varied. Performance was evaluated based on the resulting factors: final test (Y₁), average grade during the course (Y₂) and student satisfaction (Y₃). The results of the study showed that optimal performance was achieved at X₁ = 2 and X₂ = 4, providing the highest academic performance and student engagement. The findings of the study confirm the effectiveness of PBL and emphasise the need to further integrate this approach into the educational process.
Project-Based Learning, Problem-Based Learning, Factorial experiment, Full Factorial Design, academic performance, student motivation.