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Weighted Hardy-type inequalities
(SDU University, 2026) Atina A.
This thesis is devoted to weighted Hardy-type inequalities and identities obtained by the factorization method. The main focus is on Hardy-type identities in the Baouendi–Grushin setting, where the Euclidean radial derivative is replaced by the radial derivative associated with the Grushin structure. More precisely, we consider the homogeneous distance function ρ and the Grushin gradient ∇γ, and study identities involving the radial Grushin derivative ∇γρ · ∇γu |∇γρ| . Using suitable first-order differential operators and their formal adjoints, we derive an improved weighted Hardy identity with an explicit non-negative remainder term. The result is formulated under the assumption that the weight functions V and W form a Bessel pair adapted to the homogeneous dimension Q. The obtained identity extends classical radial Hardy-type identities with Bessel pairs to the degenerate Baouendi–Grushin framework. Several special cases are also discussed, including power-type and logarithmic weights, which illustrate how the general theorem leads to concrete weighted Hardy-type inequalities.
The TFL Master Students’ Perceptions of the Integration of AI-assisted Tools for Speaking Skills Improvement
(SDU University, 2026) Aldabek A.
The rapid development of AI-assisted tools, chatbots has shaped the practice of learning English as a Foreign Language. The current study has explored TFL Master students’ perceptions on integration of AI-assisted chatbots within speaking. The research has also considered reflections on potential pedagogical integration of AI-assisted chatbots for speaking skills improvement due to the dual role of Master students, as learners and teachers. The study consisted of two stages: Liker-scale questionnaire to measure level of awareness, and a semi-structured interview exploring experiences of TFL Master students. Convenience sampling along with criterion-based purposive one were employed at two stages of the research. The derived data as the result of the interview was analyzed through thematic analysis. According to the findings, it has been revealed that TFL Master students hold positive perceptions regarding AI-assisted chatbots for speaking improvement, namely in order to upgrade pronunciation, vocabulary range, and preparation practices. Additionally, positive changes in terms of confidence and fluency also have been reported. Despite prevailing personal learning experiences with AI-assisted chatbots, the gap in terms of pedagogical integration has been identified as the result of the interview. The lack of direct integration of AI-assisted chatbots was reflected in the presence of challenges in assessment and methodology clarity, preference for peer and group interaction. There is an existing gap between personal and professional readiness to integrate contemporary AI-assisted tools. The current study contributes to the further practical reflections regarding AI-assisted chatbots within speaking improvement among educators, curriculum developers and other stakeholders such as policymakers within the EFL context.
A Study of the Impact of the International Physics Olympiads on School Students
(SDU University, 2026) Akniyet I.
The skills and knowledge gained through participation in international physics Olympiads are a main point of analysis of this thesis․ The role of Olympiad learning as an effective way of promoting higher order thinking skills and a positive orientation to a future career in science has received increasing attention․ Nevertheless‚ there is little empirical evidence of its impact on students' competencies and aspirations‚ particularly in the case of Kazakhstan․ To bridge this gap‚ a mixed-methods approach was used to collect quantitative data with a structured survey adopting pre-tested standardized instruments for measuring 21st century skills and career aspirations‚ and qualitative data to triangulate‚ validate‚ and provide a deeper context of the quantitative findings․ Students who had previously participated in international physics Olympiads were included in the study․ Descriptive statistics‚ independent samples t-tests‚ and one-way ANOVAs were used to analyze gender‚ age‚ and school type differences between students in the study
Investigating the Effectiveness of AI-Supported Applications for Chemistry Teachers
(SDU University, 2026) Akhmetova A.
In this study, the impact of AI-assisted applications on teachers' teaching practices, namely the usage of certain AI applications, challenges in using them, and the required professional development needs were investigated. Qualitative content analysis of 30 peer-reviewed scientific papers was complemented by semi-structured interviews of 15 chemistry teachers, thus making it possible to verify theoretical insights in practice. It turned out that using AI technology can significantly help in saving teachers' time while grading, planning lessons, and explaining complex chemistry notions through visualizations. Nevertheless, the significant discrepancy occurred in terms of the tools that teachers utilized. Namely, most of the interviewed teachers used only those technologies that generate text based on the input, such as ChatGPT, neglecting the technologies more relevant for chemistry learning. The reasons behind this include low reliability of AI-based solutions, digital divide, and a lack of specialized professional development programs. Therefore, the results showed that AI is very promising for chemistry teaching. However, its implementation requires three main factors - accessibility, trustworthiness, and integration assistance.
Overcoming Barriers to Integrating Digital Technologies into the Professional Practice of Physics Teachers (a Case Study of General Education Schools in Kazakhstan)
(SDU University, 2026) Seidigali A.
This dissertation examines the barriers to integrating digital technologies into the professional practice of physics teachers in general education schools in Kazakhstan. The study focuses on the gap between national digitalisation policies and actual classroom implementation, especially in physics, where visualisation, modelling, experimentation, and conceptual reasoning are essential. The research used a non-experimental descriptive-analytical mixed-methods design. Quantitative data were collected through an online survey of 151 physics teachers, while qualitative data were obtained from semi-structured interviews with six teachers and document analysis. The findings show that digital and AI-related tools are already present in teaching practice, but their use remains selective, uneven, and dependent on teacher competence, training, infrastructure, curriculum flexibility, and institutional support. Teachers valued digital technologies most for visual modelling, lesson preparation, and explaining complex physics concepts. The study contributes theoretically by adapting digital integration models to physics education and practically by offering recommendations for teachers, schools, training programs, and policymakers.