Universities In Kazakhstan Research Articles

Local Materials as a Means of Improving Motivation to EFL Learning in Kazakhstan Universities

This study explores whether incorporating local materials into EFL instruction has a positive effect on students’ motivation to learning a foreign language. The main purpose of this article is to show that if the content of foreign language teaching is systematized and constructed on local materials, then the content of foreign language teaching will contribute to an increase in motivation to learning a foreign language. This experimental method was used in order to identify the level of development of educational motivation in the course of using local materials. The results of the experiment showed that participants in the experimental group were more successful than those in the control group at the conclusion of the study, providing convincing evidence that the integration of local materials has a significant impact on increasing the motivation of EFL students to learning a foreign language.

The effect of CLIL combined with language instruction on language learning and the role of individual and institutional factors in students’ perspectives: Empirical evidence from Kazakhstan

Content and language integrated learning (CLIL) is still a growing area of research. In this study, we investigated the effect of a one-semester CLIL intervention combined with English language instruction on university students’ general English skills the associations between institutional and individual factors and views on CLIL. A total of 105 students from two academic programs (biology-chemistry, and physic-informatics) at a private university in Kazakhstan participated in the study. Quantitative data were collected through two different instruments. MANOVA and correlation analyses were carried out to analyze the data. A large effect of CLIL combined with language instruction was observed on language gains. Additionally, the study identified two factors that are significantly associated with student recognition of higher language and disciplinary knowledge learning, more positive attitudes to and higher satisfaction with CLIL: being a non-first-year student and having CLIL experience in pre-university education. In light of the results obtained, our findings reinforce the case for integrating language instruction that includes general, academic, and subject-specific goals in English-medium programs and courses in higher education.

Educating future primary schoolteachers to create a communication culture through educational technologies

The purpose of this research is to get the opinions of teacher candidates to train future primary schoolteachers to create a communication culture through educational technologies. This study was created with the qualitative research method. The study group of the research consists of 40 teacher candidates studying in the primary school teaching department at various universities in Kazakhstan. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, while the majority of primary schoolteacher candidates found themselves sufficient in using technology, they found themselves moderately competent in using educational technologies. In addition, the vast majority of teacher candidates consider themselves inadequate in providing education through educational technologies. The majority of primary schoolteacher candidates participating in the research stated that educational technologies have a positive effect on creating a communication culture. Primary schoolteacher candidates stated that programmes related to educational technologies and creating a communication culture should be developed in universities. It is necessary to implement the suggestions of pre-service teachers on improving the communication culture and to organise the education given at universities in this direction.
 Keywords: Communication culture, educational technologies, primary schoolteacher candidates;

Graduate Students’ Experiences in a Blended Learning Program in Kazakhstan: A Mixed-Method Study Employing Interaction Equivalency Theorem

This explanatory sequential mixed-method study explored the effectiveness of blended learning (BL) courses offered to graduate students at an English medium university in Kazakhstan. The study’s purpose was to explore and understand graduate students’ experiences while enrolled in BL courses by learning their perceptions of the benefits and challenges of BL, as well as its potential for enhancing their teacher leadership skills. A survey (n=81) and semi-structured individual interviews (n=17) were used as the main research instruments. This allowed for a detailed and rich data set on the conceptual underpinnings of the BL courses, their effectiveness, and their potential to inform higher education institutions towards implementing BL policies and practices, specifically in the field of education. Through the lens of the Interaction equivalency theorem, we analyzed students’ experiences and their interactions with their teachers and peers, as well as the mode, place, and pace of learning. This investigation revealed that the benefits of learning using BL outweighed its challenges. However, most of the participants preferred the face-to-face part of the BL course over its online teacher-student interaction component due to the opportunity to gain immediate feedback. Most importantly, the BL courses facilitated the enhancement of teacher leadership skills among the students. Finally, the paper provides recommendations for further development and revisions to current BL courses to enhance their learning value.

Formation of TPACK and Acmeological Competency of Future Teachers in Foreign Language Education

The aim of this study is to determine the effects of acmeological-based teaching activities in foreign language lessons on learners' foreign language self-efficacy, foreign language learning motivation and Technological Pedagogical Content Knowledge (TPACK) skills. The research was carried out in the Faculty of Foreign Languages, Department of the Theory and Practice of Foreign Languages Training of a university in Kazakhstan in the 2021-2022 academic year. The study, which was conducted with 35 students in the experimental and 35 control groups for 6 weeks, was designed according to the experimental model with the control group, which is one of the quantitative research methods. Foreign language learning self-efficacy scale, foreign language learning motivation scale and TPACK skill test were used as data collection tools in the study. According to the findings of the study, it was determined that there was a significant difference in favor of the experimental group in the post-test scores (foreign language learning self-efficacy, foreign language learning motivation and TPACK skill test scores) of the experimental group, in which activities based on the acmeological approach, and the control group, in which traditional teaching was applied.

The role of universities in regional development

This article examines the legal and organizational issues of the role of universities in the development of regions. The purpose of the study is to determine the models of cooperation between universities in the development of regions. Methodology. In the course of the study, logical and formal-legal methods of analysis of individual regulatory legal acts of the Republic of Kazakhstan were used. The legislation of the Republic of Kazakhstan regulating the issues of strategic planning, ownership of universities as legal entities, missions of universities and achievement of the stated goals, the organizational and legal form of universities, corporate governance bodies, requirements for members of the board of directors of universities were studied. Along with this, this study is based on international publications in the fi eld of higher education management, the place of development strategy in achieving sustainable development goals. Originality / value of research. We built our research on the analysis of the best universities in Kazakhstan according to the results of the IQAA-2020 ratings, since it was these universities that showed good practice of interaction with the regions. Along with this, the strengths and weaknesses of such interaction were identified to determine the further development path. Findings. The research has shown that many Kazakhstani universities do not quite clearly understand the role of universities in the development of regions and the performance of a social function. The lack of a clear understanding of the function assigned to the university by the society leads to the fact that universities do not see key priorities in such cooperation. The study made it possible to draw some conclusions and develop recommendations that are important for continuing eff orts in this direction. Universities should view this interaction as an important, strategic direction for their work and build on established practices.

Global crisis management and higher education: Agency and coupling in the context of wicked COVID‐19 problems

Campus crisis management remains an understudied topic in the context of COVID‐affected higher education. In this paper, we contrasted the ability to tame the wicked problems brought by the pandemic of COVID‐19 in private and public universities in Bangladesh, Cambodia, Colombia, India, Kazakhstan, Uganda, and Ukraine. The cross‐country analysis and diversity of institutional types allowed us to consider a wide range of challenges faced by academic leaders and their institutions during the global pandemic. By drawing on institutional policy reviews and interviews with university administrators, we have examined tensions between the human and institutional agencies on these crisis‐stricken campuses given differing institutional coupling, sizes, resources, and missions. The focus on agential co‐dependencies and institutional coupling lays the ground for conceptualizing campus crisis management as a culturally specific construct in the context of higher education affected by the global pandemic.

Methods of forming the creative thinking and learning technology competencies of future biology teachers

The purpose of this research is to determine the creative thinking and learning technology competencies of biology teacher candidates and to get their opinions on the methods of creating these competencies. The mixed method, in which quantitative and qualitative methods are used together, was preferred as a research model. The study group of the quantitative part of the research consists of 482 biology teacher candidates studying at various universities in Kazakhstan in the 2021–2022 academic year, and the study group of the qualitative part consists of 25 biology teacher candidates. Two different measurement tools were used in the study. In collecting the quantitative data of the research, the scale of creative thinking and learning technology competencies, and a semi-structured interview form in collecting the qualitative data were prepared by the researchers. As a result of the research, the creative thinking and learning technology competencies of the biology teacher candidates participating in the research were found to be moderate. The creative thinking and learning technology competencies of the biology teacher candidates participating in the research did not show a significant difference according to the gender and the class they are studying in. Considering the qualitative findings of the research, the majority of biology teacher candidates mentioned the importance of giving importance to personal development and participating in creative thinking activities such as courses, seminars and conferences in order to develop creative thinking. Biology teacher candidates stated that in order to use learning technologies effectively in education, it is necessary to be interested in technology and to use technology in education. The vast majority of biology teacher candidates, on the methods of constructing creative thinking and learning technology competencies, suggested creating course content and organising creative thinking and technology seminars in universities.
 
 Keywords: Creative thinking, learning technologies, biology teacher candidates;

Assertiveness as the predictor of university students’ academic achievement

The purpose of this research is to evaluate the relationship between the academic success of university students and their assertiveness levels with student opinions. Descriptive analysis, one of the qualitative research methods, was used in the research. The study group of the research consists of 40 university students studying at various universities in Kazakhstan in the 2021–2022 academic year. The data of the study were collected with a semi-structured interview form developed by the researchers. As a result of the research, the vast majority of university students stated that their academic achievement and assertiveness levels are at a moderate level. In addition, the majority of university students participating in the research stated that there is a significant relationship between the level of assertiveness and the level of academic achievement. The majority of students stated that as the level of assertiveness increases, academic success will increase. In line with the results obtained from the research, it has become necessary to add courses related to assertiveness to the curriculum of the education given at universities to improve the assertiveness levels of university students.
 Keywords: Assertiveness, academic achievement, university students;

Didactics of modern lessons in the modernisation of geographical education

The aim of this research is to reveal the views of prospective geography teachers on the teaching of modern courses in the modernisation of geography education. Study data were collected with semi-structured interview forms. The sample of the study consisted of geography teacher candidates studying at university in Kazakhstan. In the research, the situation of today’s geography education, suggestions for modernised geography education, views on modern approaches in geography teaching and the role of the teacher in modern education were questioned. As a result of the research, among the answers to the question about the state of today’s geography education, majority of the participants answered indecisively to the questions. Among the answers given to the question asking geography teacher candidates about their suggestions for modernised geography education, majority of the participants stated material. Among the answers given to the question asked in order to evaluate the views of geography teacher candidates on modern approaches in geography teaching, majority of the participants stated student-centred. Among the answers given to the question asked in order to evaluate the views of the geography teacher candidates on the role of the teacher in modern education, majority of the participants stated attractiveness of the course.
 Keywords: Geography, education, modern education;

Formation of future teachers’ ability to organise educational activities on the basis of pedagogical tasks

The purpose of this research is to determine the ability of future teachers to organise educational activities on the basis of pedagogical tasks. This research was designed in accordance with the quantitative research method. The study group of the research consists of 448 teacher candidates studying in education faculties of various universities in Kazakhstan in the 2021–2022 academic year. As the data collection tool of the research, the scale of the ability to organise educational activities on the basis of pedagogical tasks was developed by the researchers. As a result of the research, it has been determined that pre-service teachers’ ability to organise educational activities on the basis of pedagogical tasks has a medium level of proficiency in the fields of pedagogical content knowledge and organising educational activities. It is seen that there is no significant difference regarding the ability of the teacher candidates participating in the research to organise educational activities on the basis of pedagogical tasks according to the variables of gender and the department they study in. However, it is seen that there is a significant difference regarding the ability of the teacher candidates participating in the research to organise educational activities on the basis of pedagogical tasks according to the class variable. The significant difference determined that it is in favour of pre-service teachers studying in the third and fourth year. In line with the results of the research, it has become necessary to increase the course content in teacher training programmes in order to improve the formation of teacher candidates’ ability to organise educational activities on the basis of pedagogical tasks.
 
 Keywords: Future teachers, pedagogical tasks, educational activities;

Group psychological and pedagogical technologies for developing the narrative ability in future specialists

The purpose of this research is to get the opinions of future experts and primary schoolteacher candidates on the use of group psychological and pedagogical technologies for the development of narrative skills. This research was created by using the qualitative research method. The participant group of the research consisted of 80 teacher candidates studying at the primary school teaching department in various universities in Kazakhstan in the 2021–2022 academic year. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, majority of the primary schoolteacher candidates participating in the research stated that their narrative skills are at a medium level and their technological pedagogical content knowledge is partially sufficient. In addition, the majority of primary schoolteacher candidates participating in the research; stated that they support the use of group psychological and pedagogical technologies for the development of narrative skills. It has become necessary to create an effective training programme for primary schoolteacher candidates by using group psychological and pedagogical technologies in order to develop narrative skills in future experts.
 
 Keywords: Future experts, primary schoolteacher candidates, narrative ability, technological pedagogical knowledge;

Improvements in the infrastructure for nursing research in universities in Kazakhstan.

This study aimed to describe the status and analyze the improvements made by universities in Kazakhstan to nursing research infrastructure in the following services: library, internationalization, finance, information and communication technology (ICT), and research, development, and innovation (RDI). In higher education institutions (HEIs), a strong research infrastructure is a necessity for academic education and research. In Central Asian countries, nursing is regarded as an assistive field to medicine, affecting nursing research infrastructures. In this descriptive study, following benchmarking and a recommendations report, an interview of nursing faculty members was used to obtain data regarding nursing research infrastructure in ten universities in Kazakhstan. The SQUIRE-EDU was used to ensure the quality of reporting. The Kazakhstani universities providing nursing education are still in the process of developing their nursing research infrastructure. They have not acquired access to nursing databases, and only one textbook concerning nursing research can be found from their libraries. None of the universities have joined international nursing networks. The participation of the university staff and students in conferences with nursing themes has increased. The universities are investing in staff capacity building, but not yet in nursing research projects. Kazakhstani universities have the autonomy to develop nursing research and its infrastructure. Active measures by the university management, such as financing access to nursing databases, international cooperation, and international projects, are necessary. Research infrastructures' quality strongly impacts the development of nursing science and practice in any country. It is crucial to increase the volume of research that demonstrates the effectiveness of clinical nursing and its contribution to health outcomes. To enable the faster development of nursing science in Central Asian countries, this development should be supported through international collaboration.

Survey on Online Learning at Universities of Slovakia, Czech Republic and Kazakhstan during the COVID-19 Pandemic

The article points out some of the challenges faced by students at the University of Ostrava, Comenius University in Bratislava and Al-Farabi Kazakh National University, who had almost no previous practice in online teaching during the COVID-19 pandemic situation. The students from the mentioned universities were interviewed to share their experiences with online teaching and learning during the COVID-19 lockdown. In this paper, qualitative pedagogical research in the local conditions of the three mentioned universities is used, with the processing of answers of selected students who were interviewed as an available sample. The students were also asked to describe their impressions of this situation from their social and personal points of view. The focus is on the positive and negative aspects, boundaries, and problems of online university teaching during the pandemic situation, as well as changes in the personal life of the students. The aim of this introductory small-scale study is to provide a basis for future research on the impact that the COVID-19 situation has had on the educational process at the above-mentioned universities, as well as to assist educational providers in foreseeing and eliminating the possible problems of lecturers when establishing an online educational environment. Some conclusions are drawn from the interviews that offer potential for further research in educational science, because many difficulties from the students’ point of view are related to their social status, lack of social contact, technical problems with Internet connections, the carrying out of lectures and the exams of students. The students’ answers are categorized, and each category is described.

Psychological and pedagogical innovative technologies for teaching English to university students

The purpose of this research is to get the opinions of academics about augmented reality technology, which is one of the psychological and pedagogical innovative technologies to teach English to university students. In this study, the qualitative research method, one of the research methods and techniques, was used. The study group of the research consists of 25 academicians who teach English at various universities in Kazakhstan. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, it has been determined that the majority of academicians participating in the research do not use augmented reality applications in English education. Academics have made suggestions regarding the effect of using augmented reality, one of the innovative technologies in English education, on student achievements. These recommendations are that augmented reality applications increase a student’s learning performance, provide a flexible learning environment, allow students to pay more attention to the lesson, enjoy the lessons more, increase students’ curiosity about the lesson and increase students’ desire to learn foreign languages. Students benefit from technology and different methods while learning to take advantage of it. In addition, it has been determined that the majority of academicians participating in the research tend to use augmented reality applications in English education. In line with the results obtained from the research, the necessity of creating English education curricula in universities in accordance with augmented reality technology has emerged.
 
 Keywords: Innovative technologies in education, augmented reality technology, English education;

Formation of postgraduate students’ professional competences through independent work

The purpose of this research is to get the opinions of the graduate students in order to establish their professional competences through an independent study. The research was carried out in accordance with the qualitative research method. The participant group of the research consisted of 40 students who were in the graduate programmes in various universities in Kazakhstan in the 2021–2022 academic year. Research data were collected with a semi-structured interview form prepared by the researchers. As a result of the research, the status of postgraduate students working in a job related to the education they received during their education was evaluated, and it was determined that the number of students working in an independent job and the number of students not working were close to each other. In the research, it was determined that the majority of students stated that independent work is important in the formation of professional competencies. Graduate students who participated in the research stated that they found their professional competencies somewhat sufficient. The vast majority of postgraduate students are concerned with the development of their professional competences through independent study. They suggested increasing employment opportunities for graduate students, providing students with the opportunity to practice by collaborating with the university and the industry, creating internship opportunities suitable for each programme and opening applied graduate programmes.
 Keywords: Postgraduate education, independent work, professional competencies, student opinions;

The role of academic spin-off companies in improving the competitiveness of universities

Object: The development of innovations and commercialization of research results is a complex and important task of university management. Ensuring the relationship between science, education and business is becoming a target priority of the state as a whole, since such an approach is able to ensure the economic development of the country through the introduction of innovative products in various areas of production.Methods: General methods in economics, a logical description of the components and functions of digital technologies, a systematic approach.Results: The authors present a model of academic spin-off, developed based on studying various approaches to the content and organization of spin-off companies and the best international experience and reflecting the mechanism of spin-off functioning at universities in Kazakhstan and the role of management in this process. The authors conclude and recommend the improvement of the relationship between science, education, and business to ensure the economic development of the country through the introduction of innovative products in various areas of production.Conclusions: University should be the link between science and business. Effective university management in organizing spin-off companies at the university will allow businesses to understand its importance and the need to participate in the educational and scientific process. Another problem is the lack of innovative manufacturing entrepreneurship. The university can also play an important role in this problem, which will provide the training of relevant specialists.

Teaching students programming with the help of educational games in the conditions of additional education in computer science

The purpose of this research is to get students’ opinions on teaching programming to students with the help of educational games in the conditions of additional education in computer science. In order to carry out the study in accordance with the main purpose, the phenomenological approach, one of the qualitative research methods, was used. The participant group of the research consists of 40 students studying in computer science departments at various universities in Kazakhstan. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, it has been determined that university students have half the experience of learning programming with the help of educational games. University students benefit from learning programming with the help of educational games. They categorised it as ease of learning, fun learning environment, permanence of learning, increasing motivation and developing problem-solving ability. Students categorised the disadvantages of learning to programme with the help of educational games as inadequacy in educational games, deficiencies in technical infrastructure and deficiencies in information infrastructure. Some of the students stated that learning programming with the help of educational games is not a disadvantage. Finally, the majority of university students participating in the research stated that they wanted to learn programming with the help of educational games. The results have led to the necessity of giving more space to programming courses with the help of educational games in the curriculum of the departments that provide programming-based education in universities.
 
 Keywords: Computer science, educational games, programming, student opinions;

Development of readiness of future teachers of preschool organisations to innovative activity

The purpose of this research is to determine the technological pedagogical content knowledge competencies related to the development of the readiness of future teachers of preschool organisations for innovative activities. This study was carried out in accordance with the phenomenology pattern, one of the qualitative research methods. The study group of the research consists of 25 students studying in the departments of preschool teaching at various universities in Kazakhstan in the 2021–2022 academic year. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, the vast majority of preschool teacher candidates stated that they found technology knowledge sufficient to improve their readiness for innovative activities. The majority of preschool teacher candidates participating in the research stated that they found their content knowledge sufficient to improve their readiness for innovative activities. The majority of preschool teacher candidates participating in the research stated that they found their pedagogical knowledge and technological pedagogical content knowledge partially sufficient in improving their readiness for innovative activities. As a result of the research, the necessity of expanding the education curriculum and giving educational conferences in universities in order to increase the technological pedagogical content knowledge of preschool teacher candidates has arisen.
 Keywords: Preschool organisations, preschool teachers, technological pedagogical content knowledge;

Development of the logical thinking of future mathematics teachers through the use of digital educational technologies

The purpose of this research is to get the opinions of future mathematics teachers on the development of logical thinking skills through the use of digital educational technologies. This research was created by using the qualitative research method. The participant group of the research consists of 50 teacher candidates studying in the mathematics teaching department of various universities in Kazakhstan in the 2021–2022 academic year. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, it was determined that the majority of pre-service mathematics teachers had moderate logical thinking skills. The majority of pre-service mathematics teachers stated that they found the use of digital technologies effective in the development of logical thinking skills. The suggestions of the majority of pre-service mathematics teachers regarding the use of digital education technologies in the development of logical thinking skills are creating and developing logical thinking skills through digital education technologies, developing logical thinking skills through digital education technologies and providing complex problem-solving skills through digital education technologies. Effective course content should be created in order to enable pre-service mathematics teachers to gain logical thinking skills through digital education technologies.
 Keywords: Digital education technologies, logical thinking, pre-service mathematics teachers;