Author: abat

Uzbekova G.I., Sametova F.T.

«Caspian University of Technology and Engineering named after Sh. Yessenov», Казахстан, Актау

 

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Abstract.Digital technologies have made great changes in the daily way of life of society. In the modern world, it becomes very difficult to keep track of the flow of constantly updated information: a person needs to process and filter a large amount of information every day, selecting only reliable ones. Digitalization of information generates a need for skills to work with digital technologies. Today, the formation of digital competence is becoming one of the relevant topics.

This article discusses the issue of the formation of digital competence among students in literature lessons. The purpose of our research is to identify ways to form digital competence in literature lessons in high school through the use of digital technologies. Based on the set goal, we have identified the object and subject of the study. The object of the study is ICT in literature lessons. Subject of research: digital competencies formed through ICI in a literature lesson.

Defining the essence of the concept of #8220;digital competence#8221;, we identify some competencies that form #8220;digital literacy#8221;.  The paper also presents an analysis of the results of a survey of high school students (15-17 years old). Identifying the problem, we have proposed several platforms and types of tasks that can help in solving a didactic task. The main assistants of the teacher in the formation of digital competencies are information and communication technologies. The paper provides as an example several educational websites (platforms), ICT that can be used in the lesson of Russian literature, analyzes the ways of forming #8220;digital competence#8221;.

Key words: digital competence; literature lesson; digital technologies; senior classes; ICT; methodology.

DOI 10.56525/UWQF3910

Uzbekova G.I., Kadirova B.N.

NJSC «Caspian University of Technology and Engineering named after Sh. Yessenov», Казахстан, Актау

 

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Аnnotation: In modern linguistics, one of the pressing issues is the problem of determining the essence of mythologemes and archetypes, as well as their functions. This article examines the archetypes and mythologems that form the deep semantics of Russian phraseological units and metaphors. Phraseologisms of the Russian language, which constitute a separate special layer of the vocabulary as a whole, have always been of interest to researchers. The formation of their stable semantics is the result of the historical development of mankind. Phraseological units of language and metaphors of collective consciousness always appeal to human experience. Since ancient times, humanity has sought to find an answer to the question of the creation of the world and man, to explain the reality around it, and this desire remains relevant for modern human society. Man#8217;s original desire to explain the essence of the universe is reflected in myths. Since man’s first attempts to explain the phenomena of reality are enshrined in myths, we turn to concepts such as “archetype” and “mythologem”, which are directly units of myth. This work analyzes several phraseological units and metaphors of the Russian language, the meanings of which are motivated by archetypes and mythologems of mass consciousness. From time immemorial, myths have never lost their relevance in human life and society. After all, a myth always establishes an idea as an ideal and at the same time is a guarantee of the stability of this ideal. It is in myths that the basic ideas of morality are contained (the ideas of good - evil, friend - stranger, Divine - Demonic, etc.), according to which orders are established in modern society. It is these ideas of morality, the binary oppositions of good and bad, which are preserved in mythologems, that perform the function of controlling the semantics of phraseological units and metaphors in the language. By comparing language and the mythological consciousness of society, we can determine the semantic core of phraseological units and the logic of the appearance in the language of certain metaphors that are associated with prototypes in the collective unconscious.

Key words: mythologem, archetype, phraseological unit, myth, collective unconscious, metaphor, semantics, connotation, mythological thinking, linguistic thinking.

DOI 10.56525/IOML8830

*Sh. S. Abisheva¹, A.S. Bitikova¹, A.Z. Kenbaeva², B.A. Koshimova¹

 

Caspian University of Technology and Engineering named after

Sh. Yessenov, Aktau, Kazakhstan,

West-Kazakhstan University named after M.Utemisov

 

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Annotation. This article examines the trends in the development of Kazakh children#8217;s literature in the 1950s and 1960s, focusing on its thematic and ideological orientation. It also delves into the creative world of poet Adyrbek Sopybekov, whose significant contributions to the field are explored. The author analyzes fantastic poems and other selected works by A. Sopybekov, considered the best examples of children#8217;s poetry, and paying close attention on their thematic, ideological features, and artistic aspects. Children#8217;s poetry during the years of national independence remains a relatively understudied topic. Examining the creative laboratory of poets who have worked significantly in this direction, and thereby studying the direction and nature of modern children#8217;s poetry, drawing conclusions about thematic and ideological features, artistic aspects, is one of the urgent tasks facing the science of national literary studies. While valuable insights into Adyrbek Sopybekov#8217;s children#8217;s works have appeared in the press, a dedicated, comprehensive analysis of his creative portrait within the framework of Kazakh literary studies is still lacking. This article aims to address this gap by offering a broader differentiation of the poet#8217;s work, thereby assessing his characteristic style, his methods of conveying artistic ideas to children, and the educational value inherent in his writing. Additionally, it seeks to evaluate A. Sopybekov#8217;s contributions to Kazakh children#8217;s literature of the 1950s and 1960s and to gain a deeper understanding of his poetic skill.

Keywords: children#8217;s literature, poetry, poem, education, national values, artistic pursuits.

DOI 10.56525/INSK6001

SHARIPOVA AIGERIM*

Caspian University of Technology and Engineering

named after Sh.Yessenov, Aktau, Kazakhstan,

e-mail: aigerim1.sharipova@yu.edu.kz

YEGENISSOVA ALMAZHAY

Caspian University of Technology and Engineering

named after Sh.Yessenov, Aktau, Kazakhstan,

e-mail: almazhai.yegenissova@yu.edu.kz

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Abstract. In this article, we explore the phenomenon of teacher emotional burnout syndrome (EBS), a critical issue affecting educators worldwide. EBS arises due to prolonged stress, high emotional demands, and inadequate support in the teaching environment, leading to mental, emotional, and physical exhaustion. The study examines the underlying causes of EBS, including excessive workload, lack of autonomy, and insufficient resources, which contribute to feelings of frustration and helplessness among teachers. Key symptoms of emotional burnout, such as chronic fatigue, irritability, emotional detachment, and reduced personal accomplishment, are identified as warning signs that need immediate attention.

Additionally, the article emphasizes the importance of early detection and intervention, providing a comprehensive overview of preventive measures. These include strategies like promoting work-life balance, encouraging peer support networks, implementing mindfulness techniques, and offering professional development on stress management. Practical recommendations for educational institutions, such as reducing administrative burdens and fostering a supportive workplace culture, are also discussed to create a healthier teaching environment. By addressing both the personal and organizational factors contributing to emotional burnout, this article aims to enhance teachers#8217; well-being and protect them from the long-term impacts of EBS.

Keywords: emotional burnout syndrome, reasons for EBS emergence, symptoms of EBS, psychological preventive measures for EBS.

DOI 10.56525/UGTU5532

Abdykerimova Elmira Altynbekovna

Kaliyeva Gulzhan Abuzharovna

Caspian university of technology and engineering named after Sh.Yessenov

 

Abstract. In the modern information educational environment, there is a growing interest in the use of computer games to improve the quality of education, which determines the relevance of the proposed study for the analysis of software with the possibility of gamification of the educational process in the context of the requirements of the state, society and education. The research methodology is the study of information sources of psychological, pedagogical, methodological and technical orientation, the analysis of computer educational games of foreign and domestic authors. The article considers the need for gamification of the educational process, the principles of gamification, its impact on student motivation and participation, as well as the main aspects of the optimal implementation of game elements in training. Modern software resources and platforms offering gamification in the educational process of personal development are analyzed. All software tools with the possibility of gamification of training were divided into groups: gaming platforms, educational quests, learning management services and game development sites. Particular attention is paid to methods for evaluating the effectiveness of gamified programs and platforms, which will allow creating the best didactic tasks and recommendations for teachers. Gamification can increase student motivation and their participation in various educational tasks. Intrinsic and extrinsic motivation have a special impact on students#8217; cognitive abilities regarding learning outcomes and improve overall academic performance. Motivation, which is an important means of achieving learning goals, motivates students according to their interests. Since students perceive information differently, they can choose their activities according to their learning preferences. According to the research topic, the positive situation of gamified learning is analyzed and the relevance of digital gamification in education is determined.

Keywords: information educational environment, gamification, educational process, activation of educational and cognitive activity, motivation, software, educational resources, platform.

DOI 10.56525/NYVL8470

DARKEMBAEVA R.D.

K.I. KazNTU named after Satpaev, Almaty, Kazakhstan

OZEKBAEVA N.A.

K.I. KazNTU named after Satpaev, Almaty, Kazakhstan

*SAMETOVA F.T.

Sh. Yesenov Caspian University of Technologies and Engineering,

Aktau, Kazakhstan

DEMEUBEKOVA K.K.

K.I. KazNTU named after Satpaev, Almaty, Kazakhstan

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Abstract. The purpose of the article is to describe the experience of using the technology of developing critical thinking in the practical course of the Russian language in the technical university. The article considers efficient ways of applying elements of technology of critical thinking development in practical classes in the Russian language. The classification technology of critical thinking development techniques carried out by the authors, which is based on three phases of learning, gradually replacing each other (#8220;challenge — comprehension — reflection#8221;), is successfully used in university practice.  In technology of critical thinking development, the ability to work with questions occupy an important place. Technology of critical thinking development is focused on the questions which develops the mental activity of students.

During reflection, students analyze the received information, exchange opinions, justify their point of view. At this stage, it is advisable to turn the acquired information into written form, since in the process of verbalization, new information is comprehended. In this aspect, it is important to instill in students the ability to summarize information.

The use of technology of critical thinking development techniques in practical classes of the Russian language makes it possible to make students#8217; educational activities more creative and productive. The organization of such classes, characterized by a certain logic of construction and sequence of combinations of specific tasks, develops the communicative competence of learners, teaches them to read thoughtfully and immerse themselves in information, organize and analyze information, define and solve problems, deal with a notion, conduct reasoned discussion, interpret, creatively process new information, reflect.

The use of technology of critical thinking development techniques in Russian language classes contributes to the formation of students#8217; skills to determine the value of an idea based on a critical and objective consideration of arguments.

 

Keywords: model curriculum, Russian language, technology of critical thinking development, reflection, innovation, paradigm, higher technical education, university occupation.

DOI 10.56525/FIUA9623

Zhumazhan Bekezhan Amandykuly

Zhumadilova Mereke Bapanovna

Abdykerimova Elmira Altynbekovna

Caspian university of technology and engineering named after Sh.Yessenov

 

Abstract. This article examines the role and future of artificial intelligence (AI) in inclusive education. Inclusive education provides equal educational opportunities for all students, including children with special needs. Technology allows teachers to create curricula adapted to the individual needs of each student, optimize the learning process and improve feedback and evaluation systems. The article discusses the potential of AI in inclusive education, its advantages in improving student academic achievement and personalizing the learning process. In addition, the problems and ethical dilemmas that arise when using AI, including issues of data privacy and social inequality, are considered. The results of the study show that improving inclusive education through the effective use of AI technologies is promising and opens up new opportunities in the education system.

Keywords: artificial intelligence (AI), inclusive education, personalized learning, students with special needs, educational innovation, assistive technologies, teaching quality, adaptive learning, educational platforms, ethical issues, data privacy, social inequality.

DOI 10.56525/AMWI6491

ORYNBASSAR M.

Caspian university of technology and engineering named after Sh.Yessenov,

Assistant-professor of the Department of Computer Science

Aktau, Kazakhstan

E-mail: maksym1.orynbassar@yu.edu.kz

ZHUMADILOVA M.

Caspian university of technology and engineering named after Sh.Yessenov,

Candidate of Technical sciences, Associate professor of the Department of Computer Science

Aktau, Kazakhstan

E-mail: mereke.zhumadilova@yu.edu.kz

ABDYKERIMOVA E.

Caspian university of technology and engineering named after Sh.Yessenov, Candidate of Pedagogical sciences,

Professor of the Department of Computer Science Aktau, Kazakhstan

E-mail: abdykerimova_el@mail.ru

*Corresponding author: elmira.abdykerimova@yu.edu.kz

Abstract. The article explores the impact of artificial intelligence (AI) on Kazakhstan#8217;s education system and its potential to fundamentally transform learning and administrative processes. AI#8217;s ability to analyze big data allows educators to gain deeper insights into student performance, predict outcomes, and develop strategies to improve academic achievement. It also enhances personalized learning by offering students tailored educational content that matches their individual knowledge levels and learning pace. The automation of administrative tasks such as scheduling and grading significantly improves the efficiency of educational institutions, allowing teachers more time for direct engagement with students. The article thoroughly examines both the benefits and challenges of AI integration, including issues of digital inequality, access to modern technologies, and the need for ongoing professional development for teachers. Ethical considerations related to the protection of student data are also emphasized. Examples of successful AI implementation in international education platforms are provided, offering valuable insights for Kazakhstan. The article discusses opportunities for further investment in educational infrastructure and outlines key areas for digital development.

Keywords: artificial intelligence, big data, education, Kazakhstan, personalized learning, automation, data analytics.

DOI 10.56525/KFGK8889

ZHOLDIGALY B.

Caspian university of technology and engineering named after Sh. Yesenov

Aktau, Kazakhstan

E-mail: birzhan.zholdygali@yu.edu.kz

ZHUMABAYEVA L.O.

Caspian University of Technology and Engineering named after Sh. Yesenov

Aktau, Kazakhstan

E-mail: laula1.zhumabayeva@yu.edu.kz

ABDYKERIMOVA E.A.

Caspian university of technology and engineering named after Sh. Yesenov

Aktau, Kazakhstan

E-mail: elmira.abdykerimova@yu.edu.kz

^*Corresponding author: elmira.abdykerimova@yu.edu.kz

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Abstract. This article examines the potential for implementing artificial intelligence (AI) technologies in the education system of Kazakhstan. It focuses on how AI can contribute to the individualization of learning, improve the quality of education in remote regions, support teachers, and develop digital literacy among students. Key areas of AI use are analyzed, such as the automation of routine tasks, the creation of personalized educational programs, distance learning, and the development of educational materials in the Kazakh language. It also discusses the challenges associated with the use of AI and predicts its long-term effects on the development of the country#8217;s educational system.

Keywords. Artificial intelligence, education, Kazakhstan, personalized learning, digital literacy, automation, distance learning, educational technologies, AI tutors, data analysis, educational materials in Kazakh.

DOI 10.56525/DQHG9635

BEGIMOVA MALIKA^*

Caspian Public University (Almaty, Kazakhstan)

e-mail: malikabegimova@gmail.com 

SHARIPOVA AIGERIM²

Caspian university of technology and engineering

named after Sh.Yessenov (Aktau, Kazakhstan)

                                                                                   e-mail: aigerim1.sharipova@yu.edu.kz

Abstract. This article explores practical strategies for fostering inclusive educational environments by cultivating tolerant attitudes toward students with disabilities. Addressing students, teachers, and parents alike, the authors provide concrete methods for promoting understanding and acceptance within both inclusive and general education settings.

The article moves beyond theoretical ideals, outlining specific interactive teaching techniques that can be readily implemented in classrooms. Role-playing games, art therapy, and story therapy are presented as engaging and impactful tools for breaking down barriers and encouraging empathy. By equipping educators with these methods, the article aims to translate the principles of inclusion into tangible and positive classroom experiences for all students.

Keywords: inclusive education, educational environment, tolerance, pedagogical consciousness, tolerant attitude, child psychology.

DOI 10.56525/UGIC6201