Addressing language education challenges in Kazakhstan for sustainable development

This scientific article explores the potential of ChatGPT, a language model based on AI, as a linguo-creative resource for teaching English language in Kazakhstan. The authors conducted a mixed-methods study that included semi-structured interviews with 25 language teachers and learners, as well as an online survey that received 250 responses. The study aimed to provide a contextual understanding of the potential use of ChatGPT in language education in Kazakhstan. The authors analyzed the data using thematic analysis and descriptive statistics and chi-square tests. The results of the study showed several benefits and challenges associated with using ChatGPT, potential applications of ChatGPT in language education in Kazakhstan, and positive perceptions of language teachers and learners towards AI-powered tools in language education. The mixed-methods approach provided a more nuanced and comprehensive analysis of the potential use of ChatGPT in the context of Kazakhstan and contributes to the growing body of knowledge on the use of AI-powered tools in language education in diverse cultural and linguistic settings. The findings of the study can provide insights for language teachers and educators of Kazakhstan and other countries on the use of ChatGPT and other AI-powered tools for language learning and teaching.

Purpose – to make a review of changes in Kazakhstan foreign language education system and to analyze its modern trends. Methods – descriptive, comparative, analytical. Findings and Results. Paradigms (1991-2011). The analysis on gradual modernization of foreign language education (FLE) in Kazakhstan has revealed the following changes: legislative determination of languages status (Kazakh, Russian and English); establishment of educational organizations of various levels with advanced learning of foreign languages as well as with a chance of acquiring professional education and experience for both learners and teachers; refusal from some traditional and introducing new forms of education (MA and PhD); introducing new specialties within BA, MA and PhD levels; transmission of Professional Qualification Institutes (PQI) into CPD National Centre for pedagogical staff. Trends (2011-2015). The obvious trends of FLE are successful world economic integration of the Republic, which demands learning language-leaders; increasing popularity of Chinese language and decreasing popularity of some European languages; multi-linguism of young professionals and natural bilinguism of KZ young generations; early FL learning at pre-school and primary school levels; wide use of blended learning forms and IT technologies; active development of additional language education for all ages and abilities; establishment of new type organizations emphasizing advantages of national education system and world research practice. Conclusions and Recommendations . The most important paradigm in foreign language education (1991-2015) is its aiming at intercultural communication, i.e. transformation from learning ‘language in theory’ to ‘language in practice’. In fact, this ex facte invisible paradigm has led to overall FLE system modernization. Modern trends are to be taken into account for further developing of Kazakhstan foreign language education system. Keywords : foreign language education; paradigms; trends.

Purpose – to make a review of changes in Kazakhstan foreign language education system and to analyze its modern trends. Methods – descriptive, comparative, analytical. Findings and Results. Paradigms (1991-2011). The analysis on gradual modernization of foreign language education (FLE) in Kazakhstan has revealed the following changes: legislative determination of languages status (Kazakh, Russian and English); establishment of educational organizations of various levels with advanced learning of foreign languages as well as with a chance of acquiring professional education and experience for both learners and teachers; refusal from some traditional and introducing new forms of education (MA and PhD); introducing new specialties within BA, MA and PhD levels; transmission of Professional Qualification Institutes (PQI) into CPD National Centre for pedagogical staff.Trends (2011-2015). The obvious trends of FLE are successful world economic integration of the Republic, which demands learning language-leaders; increasing popularity of Chinese language and decreasing popularity of some European languages; multi-linguism of young professionals and natural bilinguism of KZ young generations; early FL learning at pre-school and primary school levels; wide use of blended learning forms and IT technologies; active development of additional language education for all ages and abilities; establishment of new type organizations emphasizing advantages of national education system and world research practice. Conclusions and Recommendations. The most important paradigm in foreign language education (1991-2015) is its aiming at intercultural communication, i.e. transformation from learning ‘language in theory’ to ‘language in practice’. In fact, this ex facte invisible paradigm has led to overall FLE system modernization. Modern trends are to be taken into account for further developing of Kazakhstan foreign language education system. Keywords: foreign language education; paradigms; trends.

PurposeArtificial Intelligence (AI) in education is reshaping education landscapes, reinforcing the global endeavor towards Sustainable Development Goals (SDGs). Therefore, this article aims to explore how AI technologies are at the foundation of the shift towards Education 4.0 (E4.0) and Education 5.0 (E5.0), enabling personalized, adaptive, and lifelong learning opportunities for diverse stakeholders in the system.Design/methodology/approachThis article takes a qualitative and conceptual orientation, distilling recommendations from academic literature, industry practices, and policy frameworks.FindingsThe findings of this research show the transformative power of AI in E4.0 and E5.0 towards different SDGs, such as SDG 4, SDG 5, SDG 9, SDG 10, SDG 12, SDG 13, SDG 16, and SDG 17 with various stakeholders. Also, the recommendations suggest that a conscious and inclusive strategy concerning AI integration into education can promote the success of the SDGs led by education, producing a more equitable, sustainable, and innovative global education ecosystem.Originality/valueThe article offers a holistic understanding of the integration of AI technologies with education paradigms in the backdrop of global sustainability. The findings provide practical insights for readily implementable action by policymakers, educators, and technologists to ensure inclusive and sustainable education systems. In doing so, the proposed open research questions (ORQs) of this study can be reference research for education transformative studies.

Kazakhstan has adopted the idea of inclusive education. The country has embarked on transforming its education at all levels of schooling to reflect the ethos of equity and inclusion. Tremendous success has been registered so far; however, the language used in the realm of its special/inclusive education has not changed much, as it still bears the hallmarks of the past Soviet vocabulary. Therefore, this article provides an analytic perspective on exclusive terminology and vocabulary still being used, which in one way or another perpetuates misconceptions and stereotypes about diversity and difference. The researcher of this study interviewed school principals, teachers, professionals, and parents in 12 inclusive schools. Reviewed literature includes Kazakhstani education policies, research papers, and speeches delivered by education administrators, politicians, educationists, and experts in the field of special/inclusive education. The implications of the use of language and terminology are discussed in the context of transforming education toward an inclusive education system. Lessons are drawn from the empirical study and literature review, thus making recommendations on how to move forward with the language and terminology change process within the emerging discourse of inclusive education in Kazakhstan.

This scoping review studies the essential concepts and research methodologies best suited for exploring AI-assisted academic writing, with a focus on the context of applied linguistics and language education in Kazakhstan. The objectives included identifying key concepts, mapping methodological approaches, assessing emerging trends, revealing gaps and inconsistencies, and offering recommendations for improved practices. Using the PCC framework, the included studies involved scholars, educators, and students in Kazakhstan who addressed the use of AI tools in academic writing. Studies unrelated to academic writing, the Kazakhstani context, or the relevant fields were excluded. Searches were carried out in April 2025 across Scopus, Google Scholar, IEEE, and local databases, and conference proceedings 2021 and 2025 in English. A total of 40 relevant references were analyzed thematically and synthesized narratively. These studies focused on higher education and the use of tools like AI-driven writing assistants, grammar checkers, and plagiarism detection software in academic publishing. Findings indicated growing but cautious adoption of AI technologies, with common themes including improved writing quality, concerns over plagiarism, and the need for clear guidelines. The review underscores the importance of localized research, institutional policy development, and educator training to ensure ethical and effective AI integration in academic writing practices.

The Sustainable Development Goals (SDGs), adopted by the United Nations in 2015, highlight the importance of resilience and sustainability in achieving goals such as good health and well-being (SDG 3), decent work and economic growth (SDG 8), responsible consumption and production (SDG 12), and climate action (SDG 13). Addressing these challenges and promoting a supportive work environment through interventions such as team-building events, recognition of employees’ efforts, and providing opportunities for skills development can contribute to the resilience and sustainability of Kazakhstani organizations. This study aimed to explore resilience and sustainability in the workplace in higher education in Kazakhstan from the perspective of managing and academic staff. Interviews were conducted with ten respondents from different universities in Almaty city, Kazakhstan, to identify individual and organizational factors that contribute to resilience and sustainability in the workplace. The findings revealed that teamwork, working environment, work process, functioning, and leadership were critical organizational factors impacting resilience and sustainability. Academic staff emphasized the importance of corporate spirit, solidarity, and teambuilding while managing staff highlighted the need for a clear allocation of tasks and responsibilities. Challenges such as unequal task distribution and a shortage of competent specialists were identified, which can impede work progress and affect productivity. The study suggests that contextually relevant strategies and interventions should be developed to promote positive organizational behavior and overall progress toward sustainable development goals in Kazakhstan, taking into consideration the unique cultural, social, and economic factors that influence the workplace dynamics in the country.

Purpose To highlight the World Federation of the Deaf’s (WFD) development of inclusive education policies for deaf learners as part of the community of people with communication disability. These policies were developed alongside and included baseline data collection regarding deaf education in Nepal. Result The commentary will report on sustainable partnership practices, the development of governmental accountability measurements, and data gathered during fieldwork in Nepal to provide evidence regarding deaf people’s access to inclusive and equitable quality education in sign language. Conclusion The recommendations from this project focus on enhanced access, policy, and training to ensure a free education in sign language for all deaf learners and their families in low-income countries using Nepal as a model. Existing bilingual settings in sign languages should be considered as part of a national inclusive education system, and this is in keeping with the views of deaf organisations in Nepal. Free education in sign language for all deaf learners and their families is an integral and wholly attainable part of inclusive education systems. This commentary focuses on good health and well-being (SDG 3), quality education (SDG 4), peace, justice and strong institutions (SDG 16) and partnerships for the goals (SDG 17).

PurposeThe purpose of this study is to examine the extent to which social justice principles are integrated into Thailand’s teacher education programs and assess the preparedness of future educators to address inequality, diversity, and inclusion in their classrooms. The research seeks to identify gaps between policy and practice, understand the challenges faced by teacher educators and candidates, and propose actionable recommendations for enhancing social justice-oriented teacher training. By focusing on marginalized populations, including ethnic minorities and LGBTQ + students, this study aims to contribute to a more equitable and inclusive education system in Thailand and beyond.Design/methodology/approachThis study employs a qualitative case study approach to explore how social justice principles are integrated into Thailand’s teacher education programs. Data were collected through semi-structured interviews with 15 teacher educators and 25 teacher candidates from public and private institutions across urban and rural areas, focus group discussions, and document analysis of curricula and policy frameworks. Thematic analysis was used to identify key barriers, practices, and opportunities for fostering equity and inclusion. A content analysis of syllabi and policy documents provided further insight into the alignment between policy directives and pedagogical practices in teacher education.FindingsThe findings reveal a significant gap between policy directives on social justice and their practical implementation in teacher education. While curricula include theoretical discussions on equity and inclusion, there is limited emphasis on actionable strategies for addressing classroom inequalities. Teacher educators report inadequate training and institutional support for teaching social justice principles. Inconsistent understandings of social justice and insufficient focus on marginalized groups, such as ethnic minorities and LGBTQ + students, further hinder effective integration. However, experiential learning opportunities, such as community engagement projects, demonstrate potential for bridging theory and practice, offering practical ways to enhance teacher training for equity and inclusion.Research limitations/implicationsThis study is limited to a small number of teacher education institutions, which may not fully represent the diversity of teacher training programs in Thailand. Additionally, the focus on qualitative data limits the generalizability of findings but provides in-depth insights into participant experiences and institutional contexts. Future research could explore broader geographic and institutional contexts and incorporate quantitative methods to validate findings. The study’s implications emphasize the need for a unified national framework for social justice education and expanded professional development for teacher educators to address gaps in preparing future teachers to foster equity and inclusion.Practical implicationsThe study highlights actionable strategies to improve social justice integration in teacher education. Recommendations include revising curricula to embed equity and inclusion as core components, enhancing professional development opportunities for teacher educators, and expanding experiential learning initiatives such as community engagement projects. Teacher training institutions are encouraged to focus on marginalized populations by incorporating modules on culturally responsive teaching and inclusive classroom practices. These practical reforms aim to better equip future educators to address inequalities, support diverse learners, and create inclusive educational environments aligned with Thailand’s national education reform goals and international standards.Social implicationsBy addressing systemic gaps in social justice education, this study contributes to fostering a more equitable and inclusive educational system in Thailand. Strengthening teacher training to prepare educators for supporting marginalized populations, including ethnic minorities and LGBTQ + students, can help reduce discrimination and promote social cohesion. Educators equipped with social justice principles can act as agents of change, challenging structural inequalities and creating inclusive learning environments. The study’s focus on aligning teacher education with broader social justice goals supports Thailand’s commitment to the United Nations’ Sustainable Development Goals (SDGs), particularly in achieving inclusive and equitable quality education for all.Originality/valueThis study offers a unique contribution by examining the integration of social justice principles in the context of Thailand’s teacher education programs, an area that has received limited scholarly attention. By bridging theory and practice, the research identifies critical gaps and opportunities for fostering equity and inclusion in teacher training. The study’s focus on marginalized groups, including ethnic minorities and LGBTQ + students, adds depth and relevance to global conversations on social justice in education. The findings provide actionable recommendations for policymakers, institutions, and educators, highlighting innovative practices such as experiential learning to enhance the preparation of socially just educators.

The primary aim of this study is to investigate the effectiveness of selected task-design strategies for integrating digital authentic materials into ESP instruction. It mainly focuses on how teachers navigated this alternative learning environment and the challenges they experienced. A mixed-methods approach was employed, gathering quantitative data through standardized tests and qualitative data through interviews and classroom observations. The study involved thirty-five language instructors from the English language departments of two leading Kazakh universities. The results revealed that critical media literacy instruction to use authentic materials in language learning significantly enhances language proficiency and engagement and effectively equips students with the necessary skills to navigate and assess the digital information landscape. These findings underscore the potential of digital authentic materials in language instruction, paving the way for a promising future in language education. The research highlights the importance of integrating digital literacy into the curriculum to prepare students for the demands of the digital age. The research findings provide vital insights for policymakers and stakeholders to deliberate on effective professional development programs. These programs can assist educators in addressing challenges and acquiring essential content knowledge, pedagogical expertise, and technological competence.

ObjectivesAcademical and not-for-profit research funders are increasingly requiring that the research they fund must be published open access, with some insisting on publishing with a Creative Commons Attribution (CC BY)...

Using a multidimensional analysis (MDA), this study aimed to increase the understanding of international teaching assistants’ (ITAs’) instructional language use by analyzing co-occurring linguistic features during their mock-teaching presentations in ITA assessment. With this purpose, the study examined the effects of ITAs’ proficiency levels, disciplines, and first-language backgrounds on their discourse patterns. The data comprised a corpus of 165 prospective ITAs’ mock-teaching presentations in ITA assessment. Based on the two dimensions of the twenty-six linguistic features found prevalent in university classroom talk (Csomay, 2005), an additive MDA was performed. Overall, the mock-teaching presentations of more proficient ITAs involved more contextual, directive, and personalized framing discourse features, with interaction effects for the ITAs’ disciplines and first-language backgrounds. The study discusses the implications for ITA training and assessment and directions for future studies. This article was published open access under a CC BY licence: https://creativecommons.org/licences/by/4.0 .

Atkinsons and SDG#12, 91-94 background to Atkinsons, 80-81 business and greater good, 90 Business model and SDG#2, 88-89 challenges of working with SDG#12, 89-90 new broom sweeps in, 82-84 organisational structure and description, 84 products and/or services offered by Atkinsons, 80

Open letter to the Society for Neuroscience

This editorial explores the rationale behind transitioning the ESNBU journal’s content licensing from CC BY-NC (Attribution-NonCommercial) to CC BY (Attribution). For a decade, the journal operated under the CC BY-NC license to restrict commercial use, but this approach has unintentionally limited its reach and visibility. The objective is to address these limitations and promote unrestricted dissemination of scholarly content. The analysis involved a review of the journal’s indexing history, feedback from database providers, and usage statistics over the past ten years. We examined cases where the NC clause hindered the journal's inclusion in databases, especially those operated by commercial or for-profit entities. We also reviewed existing literature on licensing impacts in open access publishing to understand broader trends and potential benefits of a transition to CC BY. The study found that the NonCommercial restriction created significant barriers to the journal's visibility and dissemination. Several commercial and academic databases opted not to index the journal's content due to ambiguity around the "commercial use" clause. By transitioning to a CC BY license, we anticipate enhanced indexing opportunities, increased content integration into educational resources, and a broader reach, ultimately leading to higher citation rates and greater impact. Moving to a CC BY license aligns the journal with the principles of Open Science, fostering unrestricted access to knowledge. This change supports wider dissemination, potential for increased collaboration, and enhanced visibility in academic databases. Future analysis will focus on measuring the impact of this transition on the journal's citation metrics, user engagement, and overall accessibility.