Browsing by Author "Azatzhan Baitekov"

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    A Systematic Review of CLIL Research in Kazakhstan: An Underrepresented Context
    (International Journal of Religion, 2024) Shakhrizat Agaidarova; Nazarali Aitjanov; Marat Uazhbek; Azatzhan Baitekov; Samat Maxutov
    Kazakhstan is a country that has lofty aspirations for educational reforms. Though not formally and officially, CLIL as a primary action plan of the trilingual education is one of such ambitious initiatives. This report includes a systematic review of relevant and current literature on the implementation of the CLIL in the context of Kazakhstan. It solely looks at the state of CLIL research in Kazakhstan in order to identify gaps and make recommendations for future studies. A total of 20 studies were identified and selected for further analysis. The criteria for selection were derived from earlier research and include the following categories: relevant methodology, studies within the Kazakhstani setting exclusively, publications in three languages Kazakh, Russian and English, and peer-reviewed and conference publications. The coding scheme for the data analysis was also influenced by previous research, as mentioned clearly in the paper's methodology section. The review's findings indicate a tendency towards examining teachers' perceptions of CLIL using a qualitative approach and interviews as the primary data collection instrument. As a result of this systematic review, the paper suggests further research areas on the CLIL approach in underrepresented Kazakhstani context.
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    SHAPING FUTURE SCIENTISTS: THE ROLE OF IZHO IN INFLUENCING STEM INTERESTS AND SKILL DEVELOPMENT AMONG HIGH SCHOOL STUDENTS
    (SDU Bulletin: Pedagogy and Teaching Methods, 2025) Akniyet Issain; Nazarali Aitjanov; Halit Yilmaz; Azatzhan Baitekov; Samat Maxutov
    This study examines the impact of participation in the International Zhautykov Olympiad (IZhO) on high school students' perceptions of 21st-century skill development and STEM career aspirations. Using a mixed-methods approach, the research investigates gender differences, variations across STEM specializations, age-related trends, school-type influences, and the effect of repeated participation. The findings revealed significant gender differences, with female students reporting greater improvements in Presentation, Scientific Thinking, and Collaboration skills compared to males. No significant differences were observed across STEM specializations, suggesting that IZhO contributes similarly to skill development across Mathematics, Physics, and Informatics students. Age analysis indicated that younger students (13–14 years old) perceived greater skill enhancement than older groups, particularly in General Skills, Presentation, and Problem Solving. Vocational school students reported the highest perceived benefits in Technology skills compared to public and private school counterparts. Additionally, a moderate frequency of Olympiad participation (10–20 times) was associated with the greatest improvement in Critical Thinking skills.These findings highlight the potential of Olympiad participation to foster essential skills and inspire STEM career aspirations. They also suggest the need for tailored interventions to address age- and gender-specific needs, maximize benefits for all school types, and explore strategies to sustain students' engagement over repeated participation. The study underscores the value of STEM competitions in preparing students for future academic and career success.