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TFL Master's students' experiences and perceptions of using AI in learning
(SDU University, 2026) Zhuldyzay K.
This study explores the experiences and perceptions of TFL Master’s students in the Two Foreign Languages program regarding the use of artificial intelligence in learning. As AI tools are increasingly integrated into higher education, it is important to understand how Master’s students’ use these technologies for academic and language-learning purposes. This study is guided by two research questions: first, what are TFL Master’s students’ experiences of using AI in learning? Second, what are TFL Master’s students’perceptions of using AI in learning? The study employed a qualitative research design. Data were collected through semistructured interviews with 12 Master’s students enrolled in the Two Foreign Languages program. The interview data were analysed using thematic analysis, in order to identify key themes related to students’ experiences, perceived benefits, challenges, and ethical concerns. The findings show that Master’s students generally use AI as a supportive tool in their academic work. Participants reported that AI helps them save time, improve the quality of written assignments, generate ideas, organize their thoughts and develop academic language. At the same time, the participants expressed several concerns, particularly regarding plagiarism, inaccurate information, and uncertainty about appropriate use. The study concludes that AI tools can support Master’s students academic and language learning when they are used responsibly. However, clear institutional guidelines, practical training and academic support are needed to help students use AI tools effectively, ethically, and independently in their learning process.
Methodological Features of Teaching the Topic of 3D Geometric Shapes in the Context of Digitalization of Education
(SDU University, 2026) Maratuly K.
The digitization of the education system necessitates the use of current technical instruments in the teaching process. This study investigates the efficacy of utilizing the GeoGebra 3D dynamic geometry tool to solve challenging stereometry problems for high school students including problems using 3D geometric shapes. Traditional teaching approaches frequently result in a "visualization crisis", which makes it difficult for students to comprehend three-dimensional shapes using two-dimensional representations. The study employed a quasi-experimental methodology, with 40 students participating. They were likewise divided evenly between experimental and control groups using convenient sampling. The experimental group was taught via GeoGebra, whereas the control group was taught using a more traditional manner, such as explaining on the board and sketching on paper. Data were collected using pre- and posttests, as well as a 9-question questionnaire. The t-test for independent samples revealed that the experimental group performed considerably better academically (p < 0.05). At the same time, the questionnaire validated students' good attitudes of GeoGebra and the subject (overall mean = 4.05). Furthermore, the effect size analysis (Cohen's d = 1.19) confirmed that the GeoGebra intervention had a large and highly significant practical impact on students' stereometric problem-solving skills. However, the findings indicated that teacher help is required to foster students' autonomous critical thinking. According to the study, the most successful way for teaching stereometry is a mixed learning approach that combines classic analytical approaches with dynamic digital display.
Integration of STEM into the process of teaching mathematics to middle school students
(SDU University, 2026) Kassymova D.
This study examines the effect of STEM on the academic performance in mathematics of fifth-grade students in middle school. The research design included an achievement test and a brief questionnaire. The study involved two groups: 12 students in the control group and 13 students in the experimental group. The achievement test, which included a pre-test and a post-test, measured students’ performance before and after the STEM education. In the control group, students were taught using traditional teaching methods, while the experimental group was taught using STEM. Analysis of the achievement test results showed that the experimental group achieved significantly higher results in mathematics compared to the control group. This, in turn, demonstrates the effectiveness of STEM in improving students’ mathematics performance. The questionnaire was administered to the 13 students in the experimental group before and after instruction. The results showed that after participating in STEM-based instruction, students demonstrated improved understanding of mathematics. These results indicate that STEM-based instruction not only improves mathematics performance but also has a positive effect on students’ understanding of the subject. These two advantages highlight the importance of integrating STEM into the mathematics curriculum
Leveraging Gamification to Foster Critical thinking and Problem-solving skills in Chemistry Education in High school
(SDU University, 2026) Kamal G.
This study examined the effectiveness of gamification in fostering critical thinking and problem-solving skills in high school chemistry education in Qazaqstan. Using a mixed-method design, 92 participants across three school settings were divided into experimental and control groups. Mann-Whittney U tests revealed statistically significant differences in post-test scores in favor of the experimental group across all contexts (p < 0.05; critical thinking skill: U = 475, p < 0.001; problem-solving skill: U = 221, p < 0.001). Thematic analysis of semi-structured interviews supports these findings, with participants reporting enhanced motivation and deeper cognitive engagement. The study concludes that gamification is an effective pedagogical strategy for developing critical thinking and problem-solving skills in high school chemistry education.
The Impact of Mental Health Awareness on Leadership and Employee Engagement
(SDU University, 2026) Kalmaganbet Sh.
Employee mental health has grown to becoming a more critical issue for organizations who want to create a healthier and more productive workplace for their employees. This study looks at the effects of mental health training in organizations on employee engagement, and investigates the mediating effects of organizational leadership support and the psychological safety climate, and the moderating effect of organizational trust. Based on the Job Demands–Resources (JD-R) model, the study suggests that mental health awareness is an organizational resource that can positively affect the employee's engagement both directly and indirectly. The data were obtained using a structured survey, and analyzed using the analysis methods of Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings revealed that there is a positive relationship between mental health awareness in the organization and employee engagement. In addition, the role mental health awareness plays in leadership support and psychological safety partially mediates the link between mental health awareness and employee engagement. The results also reveal that organizational trust further enhances the positive connection between mental health awareness and employee engagement. Further analysis showed variations in strength of some relationships by generation. This study builds on a growing body of literature on workplace mental health by pointing to the value of cultivating mental health awareness, practices of supportive leadership, psychological safety, and organizational trust. The findings offer implications for organizations aiming to foster healthy workplaces and enhance employee engagement.