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Item Open Access Using formative assessment by rural English teachers to improve speaking skills(SDU University, 2025) Abdykalykova Sh.This qualitative study explores how rural teachers employ formative assessment strategies to improve students' speaking skills in resource-constrained environments. Focusing on 12 purposively selected rural teachers, the research utilizes semi-structured interviews to investigate the types of formative assessments used, the challenges faced in implementation, and the adaptive strategies teachers develop to overcome these barriers. Key findings reveal that rural teachers rely on low-cost, interactive methods such as peer feedback, oral questioning, storytelling, and one-minute summaries to assess and enhance speaking skills. However, systemic challenges-including large class sizes, limited training, inadequate materials, and student anxiety-hinder consistent and effective formative assessment practices. Despite these obstacles, teachers demonstrate resilience by fostering collaborative learning environments and providing incremental, personalized feedback. The study emphasizes how crucial it is for rural educators to receive context-specific professional development that gives them useful formative assessment strategies adapted to their particular limitations. It also suggests legislative changes to close resource and infrastructure shortages in rural school systems. Formative assessment can become a more sustainable technique for enhancing oral communication skills among rural learners by filling in these gaps. This study adds to the larger conversation about fair language instruction by emphasizing the ability of rural educators to modify their teaching methods to meet the requirements of their students. By using mixed-methods approaches or larger-scale plans, future research could build on these findings.Item Open Access Effectiveness of Hands-On Chemistry Experiments in High School Education(SDU University, 2025) Aldenov R.This master’s dissertation explores the impact of different instructional strategies on students’ academic performance and engagement in chemistry education, with a focus on the effectiveness of practical, laboratory-based teaching methods. The study compares two groups of secondary school students: a primary group that received instruction through traditional lecture-based methods, and a focused (experimental) group taught using systematic, hands-on laboratory activities. A total of 42 students were involved in the research, equally divided into the two groups. Both groups followed the same curriculum content and were taught by similarly qualified instructors, ensuring the internal validity of the comparative design. However, the focused group engaged in practical work, including laboratory experiments aligned with curriculum objectives, while the primary group experienced conventional instruction with minimal laboratory exposure. To evaluate the outcomes, a mixed-methods approach was utilized. Data were collected through a Chemistry Achievement Test (pre- and post-intervention), a laboratory skills assessment test, and a structured questionnaire measuring student perceptions. Descriptive and inferential statistical analyses-including independent samples t-tests, and ANCOVA-were performed to assess academic growth, control for baseline differences, and examine the robustness of instructional impact. This study concludes that practical, laboratory-based teaching methods lead to more effective learning outcomes, particularly by enhancing scientific thinking, motivation, and personalized academic growth. The findings advocate for the broader integration of experimental learning strategies in chemistry curricula and underscore the need for policy support in expanding laboratory infrastructure, teacher training, and time allocation for hands-on instruction.Item Open Access Teachers' and Students’ Perceptions Towards Inclusive Education at University Level: Case Study in Kazakhstan(SDU University, 2025) Raissova A.Inclusive education aims to ensure that all students, regardless of ability or disability, have equitable access to quality learning opportunities. It has become a central focus of educational reform worldwide, encouraging teaching practices that accommodate diverse learning needs. In Kazakhstan, significant steps have been taken to promote inclusive education, reflecting the nation’s commitment to upholding the right of all citizens to quality education. However, the effectiveness of these efforts depends not only on policy but also on the perceptions and experiences of those directly involved in the educational process. This study explores the perspectives of students with special educational needs (SEN) and teachers who teach students with special educational needs (SEN) within an inclusive higher education environment, specifically in English language courses. Using a qualitative case study approach, interviews were conducted with both groups to identify the challenges they encounter, as well as their suggestions for improving inclusive practices. Thematic analysis was applied to uncover common concerns, such as gaps in teacher training, limited adapted resources, and the need for more supportive institutional structures. By highlighting these experiences, the research provides insights that can guide educators, administrators, and policymakers in creating more inclusive and responsive university settings. The study concludes with recommendations for practical improvements and directions for future research on inclusive education in higher education contexts.Item Open Access Reasons behind demotivation of middle school mathematics students(SDU University, 2025) Myktybekov O.This study aims to explore the reasons behind the demotivation of middle school students in mathematics and to analyze how various emotional and pedagogical factors contribute to this phenomenon. Understanding the roots of demotivation is crucial for educators seeking to enhance student engagement and academic performance. The research was conducted using a modified questionnaire based on the work of Gur, Balta, Dauletkulova, Assanbayeva, and Fernández-Cézar (2023). The survey was carefully designed to measure multiple factors influencing motivation, including enjoyment, pride, anger, hopelessness, and boredom, as they relate specifically to mathematics lessons. The sample consisted of middle school students from grades 7, 9, and 10, with approximately 30 participants overall. The study not only examined correlations between motivation levels and academic performance but also included comparative analyses between different classes. For example, motivation levels were compared between 7K and 7L classes, as well as between 9th and 10th grades. Additionally, an experimental intervention was conducted in which Desmos, a dynamic mathematics technology tool, was introduced to the 7K class, while the 7L class continued with traditional instruction. This allowed for analysis of the potential impact of technology on student motivation. Quantitative data were analyzed using correlation analysis, factor analysis, and internal consistency measures, providing a detailed view of how different motivational factors interact and influence students’ attitudes toward studying mathematics. The findings offer insights for developing targeted strategies to foster motivation and reduce demotivation in mathematics classrooms.Item Open Access Methodology of developing students' logical thinking abilities in mathematics(SDU University, 2025) Kalambay N.This study examines the role of developing students' logical thinking skills in teaching mathematics in grades 5. The participants were divided into two groups. The first experimental group, the second control group. This study allowed us to identify a number of shortcomings in the development of students' logical thinking skills in mathematics lessons, and to a certain extent, it became a means of helping to compensate for these shortcomings. In this study, an elective course "Logical Problems and Games" was developed for 5th grade students to develop students' thinking skills in mathematics. The developed elective course allows students to generalize and deepen their knowledge of mathematics within the program, to see the uniqueness and high abstraction of mathematical objects. On the other hand, logical problems show great potential for application in life, practical work, and everyday life, teach them to use logic in finding the right solution, solving various problems, including everyday problems. The program is based on solving logical problems and games for 5th graders and is organized in 34 hours (1 hour per week). The purpose of this study: to develop general logical thinking skills, increase student interest in the subject, and create conditions for the development of problemsolving skills.Item Open Access A comparative study of air quality analysis in Almaty(SDU University, 2025) Dauletkhan N.Air pollution remains a pressing public health and environmental challenge in Almaty, Kazakhstan, where concentrations of fine particulate matter (PM2.5) frequently exceed World Health Organization limits. This study presents a comprehensive comparative analysis of statistical, machine learning (ML), deep learning (DL), and hybrid models for short-term PM2.5 forecasting using real-world meteorological and air quality data collected between 2020 and 2024. The methodology involved rigorous data preprocessing, including imputation techniques such as mean substitution, time-based mean, and Multiple Imputation by Chained Equations (MICE), followed by correlation analysis and normalization. Multiple models were implemented and evaluated: statistical models like Multiple Linear Regression (MLR), SARIMA, and Prophet; ML algorithms including Random Forest, Support Vector Regression (SVR), and XGBoost; DL architectures such as Long Short-Term Memory (LSTM) and Convolutional Neural Networks (CNN); and hybrid combinations like CNN-ELM and CNN-LSTM. Model performance was assessed using MAE, RMSE, and R² across three imputation scenarios. Results indicated that LSTM consistently achieved the highest accuracy, particularly under the MICE imputation scenario, while Random Forest and XGBoost showed strong performance among ML models. Hybrid models like CNN-LSTM demonstrated promising results in capturing both spatial and temporal patterns. This research contributes to the development of robust, interpretable, and localized forecasting systems, offering valuable insights for environmental monitoring and public health planning in data-constrained urban regionsItem Open Access Perceptions of the STEM students of English Medium Instructions based on lecturers’ teaching styles(SDU University, 2025) Nam Y.The English Medium Instruction system has been adopted by a number of educational organizations due to its particular peculiarities. Yet together with the row of advantages, such as access to the wider academic library or international mobility, the EMI system can additionally provide some challenges, connected to English language knowledge. This study is predominantly focused on the STEM students’ perspectives who face EMI. Admittedly, students of STEM can meet a variety of obstacles, such as understanding English terminology, their individual level of preparedness to study in EMI context, and other issues. Furthermore, it is not excluded that STEM teachers’ teaching styles may represent a new challenge for them. Thus, this research aims to explore STEM students’ perceptions of EMI based on their teachers’ teaching styles. In order to explore this area, a mixed research method was utilized. Firstly, the semi-structured interviews with five STEM teachers were conducted. The objective of this stage was to identify what teaching styles STEM teachers use. Secondly, the questionnaires were sent to 40 STEM students in order to establish what teaching styles, which were received from the previous stage, they find most and least supportive, and explore whether they perceive the EMI system differently based on teachers’ teaching styles. After the data analysis, it was revealed that STEM teachers have facilitator, delegator, personal model, and expert teaching styles. Facilitator teaching style was the most preferred one by STEM students, and delegator was the least preferred one. In conclusion, facilitator and delegator teaching styles can appear the most and the least supportive teaching styles for STEM students in an EMI classroom; furthermore, STEM students may perceive EMI positively or negatively depending on their teachers’ teaching stylesItem Open Access The Perception of Master's Students Towards Evening Classes: Academic and Professional Development(SDU University, 2025) Mrzabay M.Evening classes are an essential part of higher education, assisting Master's students in balancing their professional and academic development. The lack of qualitative studies upon this topic brings knowledge gaps about perceptions of Master's students. This study provides insights into the perceptions of students by analyzing interviews taken from Master's students in Kazakhstan. Findings show that there are benefits such as flexibility and simultaneous professional and academic development. However, the challenges, such as fatigue, transportation, and time management, might influence the perceptions of students. In conclusion, this research paper will be beneficial for the stakeholders, as it tries to show the perception of students in order to optimize their experiences during graduate programs with evening classes.Item Open Access Methods of improving financial literacy of students in the course of mathematics(SDU University, 2025) Mazhit M.This study aims to evaluate the effectiveness of methods for enhancing financial literacy within the context of mathematics education. Eighth-grade students was introduced to word problems with financial content, enabling the analysis of the impact on their mathematical reasoning and financial thinking skills. Participants was divided into two groups: the control group received traditional instruction, while the experimental group was taught using integrated financial problems. The findings indicated that applying real-life financial contexts positively influenced students’ interest in mathematics and their attitudes toward the subject. Another point is that students demonstrated improved practical problem - solving abilities and a higher level of financial awareness. These outcomes support an importance of systematically incorporating financial literacy elements into the school math curriculum.Item Open Access Using Artificial Intelligence Tools in Teaching Students the Elements of Probability and Statistic(SDU University, 2025) Hadyabonu M.his study explores the affect of integrating Artificial Intelligence tools into teaching the probability and statistics course. The research had two directions to study. First if teachers integrating AI tools for teaching affects students academic performance and second if students usage and their attitudes towards ChatGPT affect their academic performance. The research have been done in one of the universities of Almaty Kazakhstan. There were 74 second year students of engineering faculty studying probability and statistics course. The experiment took 15 weeks and quasi experimental method was used. There were two period of experiment traditional and experimental period, where in experimental period teacher integrated AI tools in process of teaching. Jamovi app have been used to analyse data , with the tests like Shapiro Wilk test, Correlation Matrix and Friedman Anova test. Three hypothesis have been checked for and we could reject the first hypothesis and conclude that teachers integrating AI into their teaching does improve students academic performance. For the two other hypothesis about using and attitude of students toward ChatGPT we could reject both of them partly and conclude that if students use ChatGPT and their attitude towards it have negative correlation with their academic performance. It means the more they use ChatGPT, lower their academic performance and if they have positive attitude their academic performance is lower. The study found the significance of using ChatGPT and other AI tools in probability and statistics course and some challenges that might occur. So instructors should take into account that challenges regarding students use of ChatGPT and guide them properly.Item Open Access The EFL Students' Attitudes toward Project-Based Learning (PBL) in Learning English in Secondary School(SDU University, 2025) Zhantas A.In the age of 21st-century skills, Project-Based Learning has been among the innovative pedagogies in EFL learning and teaching. The present research is an investigation of the attitude toward PBL perception and its effect on improving speaking skills based on secondary school EFL students' point of view. Data were collected through self-reflection checklists and semistructured interviews. The sample was a group of 7th-grade students at a Kazakhstani secondary school by utilizing a mixed-methods design. The findings showed that students have a positive attitude towards PBL, they like interactive, creative and collaborative learning. Students believe that PBL is useful for developing conversational skills, critical thinking, self-confidence, and everyday language use. However, some problems were also identified, such as group dynamics, time management, and unequal participation, which created room for further improvement. This study contributes to an image of how PBL can become a part of language learning and has implications for policymakers and teachers in the optimization of PBL utilization in EFL contexts. Long-term effects and steps unique to different learners need to be researched further.Item Open Access Designing chemistry project in an integrative STEM manner(SDU University, 2025) Daribay A.STEM (science, technology, engineering, and mathematics) was integrated into chemistry education; this study focused on project-based learning (PBL) as a pedagogical tool. The study examined how chemistry teachers conceptualize, design, and implement STEM-integrated projects and how these practices affect student engagement, teacher professional development, and student learning. A total of 79 chemistry teachers in Kazakhstan participated in the study using a mixed-method approach, including surveys, interviews, and classroom observations. The results indicate that the chemistry teachers are increasingly adopting STEM principles and focusing on real-world applications to improve student motivation and learning. The researchers noticed that teachers with advanced qualifications (i.e., pedagogical researchers) were more successful at implementing STEM practices, as they encouraged student-centered learning approaches, such as collaboration, experimental design, and integrating digital technology. With the aforementioned projects, the students exhibited increased interest, improved understanding of chemical concepts, and developed their critical thinking and problem-solving skills. Despite the successes of the STEM projects and activities, the teachers experienced significant challenges related to working in an un-coordinated education system, limited resources, not enough time to implement integrated PBL, and lack of institutional and administrative support. These issues inhibited the project-based teachers from fully embedding STEM practices into their curriculum, particularly in creating interdisciplinary opportunities and obtaining materials for project implementation. However, this research indicated that there were several benefits for both the students' learning and teacher professional development practices by employing STEM projects regardless of the limitations and challenges presented. The researchers concluded that programs for professional development for teacher support, better access to educational resources, and eventually a supportive framework by the institution were needed to integrate STEM for best practice in chemistry education. The recommendations offered by the research could provide insight into the challenges of STEM education and development for policymakers and educators in Kazakhstan and similar contexts to maximize the opportunities offered by STEM education.Item Open Access The Impact of Formative Assessment on Motivation of Students in EFL Classes(SDU University, 2025) Shaikym M.Motivation has a vital role for language learning especially within English as a Foreign Language (EFL) classrooms where student engagement often determines successful learning. This research examines formative assessment’s (FA) motivational impact on pupils within general university English classes. It closely considers formative assessment practices connected to intrinsic and extrinsic motivation, identifying which strategies students find to be most motivating, and it investigates how teachers perceive formative type of assessment’s impact on motivation. The study integrated both quantitative and qualitative data. 98 university students provided quantitative data through a survey, while instructors' qualitative perspectives were derived from semi-structured interviews with 5 EFL teachers. Descriptive statistics and Pearson’s correlation were used to analyze the survey responses, while thematic analysis was applied to interview transcripts. The findings revealed that students were in fact highly intrinsically motivated to learn the language and were frequently exposed to FA strategies. Consequently, the results showed moderate positive correlation between formative assessment and intrinsic motivation, while the correlation with extrinsic motivation was weak. Students found teacher feedback, group discussions, integration of digital tools such as Quizizz as the most motivating FA strategies. Teachers supported these findings since they viewed consistent formative practices improved student engagement, autonomy, and confidence. The results suggest that formative assessment not only measures progress but powerfully drives internal motivation that is in EFL learning. For better language learning outcomes, this study highlights student-centered, feedback-rich classrooms and encourages further formative strategies’ exploration.Item Open Access Integration of Technology in Chemistry Education(SDU University, 2025) Daniyarkyzy L.This section details the research methods used to implement technology into chemical education research. The study adopts a quantitative methodology, specifically a survey method based on a systematic study of the impact and perceptions of the use of technology by students. The focus for this project was to obtain objective data in order to recognize trends, correlations and total impact of the technology use. The study included students from multiple levels of learning such as high school students, undergraduates completing a chemistry course, and possibly graduate students which allows the study to have more holistic picture of the chemistry learning experience. They were a broad array of students so we could consider an extensive range of experiences with respect to one's views on technology in educational settings. Data collection was primarily through a thorough and systematic survey tool specifically developed to derive both closed (for instance, on the Likert scale) and open responses. The survey tool has specific emphasis on the examination of students experiences, attitudes to learning, perceived benefits, drawbacks and frequencies of the use of diverse technological tools in chemistry learning environments. Key areas of research included their interaction with simulators, virtual labs, educational software, and online resources. The analytical methods were strictly based on a statistical analysis of the collected survey results. This included both descriptive statistics (e.g., frequencies, averages, standard deviations) to summarize the demographic data of participants and their overall responses, and logicalstatistics (e.g., t-tests, ANOVA, correlation analysis) to identify statistically significant patterns, correlations, and meaningful outcomes. The aim was to draw informed conclusions about the relationship between the integration of technology and the results of students, their perception and involvement in the process of studying chemistry.Item Open Access The Impact of Project-Based Learning in Fostering Critical Thinking Skills of the 1st year TFL Students(SDU University, 2025) Lyadova L.The following research study aims to investigate the impact of Project-Based Learning on improving the critical thinking capabilities of the first-year students majoring in the “Two Foreign Languages” (TFL) specialty at one private university in Kazakhstan. The study implements a mixed research method incorporating the elements of quantitative and qualitative research instruments and data analysis. The quantitative part of the research is demonstrated by the quasi- experimental study conducted among 66 students who voluntarily agreed to be proceeding participants. 40 students have received PBL intervention, while the rest, 26 students, have been selected as a control group and followed the traditional project method. After gaining official permission from the Research Ethics Committee and spreading consent letters, voluntary students have been provided with the Watson- Glaser Critical Thinking Test to write before and after the intervention of PBL into mainstream education to address the main objective of the study. The qualitative part of the study is represented by the pre-perception and post-perception interviews complemented with reflective essays of students written at the end of PBL intervention. “The Gold Standard PBL” projects have been implemented among the first- year students within 15 weeks of the semester. The quantitative results of the study, which contain pre-test scores, post-test scores, and gain scores (post-test – pre-test) of control and experimental groups, have undergone descriptive statistical analysis, followed by normality distribution tests and inferential statistical analysis of overall critical thinking gains (Student’s t-test) and individual critical thinking dimensions (Paired t-test). While qualitative data have been analyzed using a 6-step thematic analysis of Braun and Clarke (2006). The pre-test scores have shown that all students started at the same level of critical thinking. Despite the fact that mean results have demonstrated a slight increase in treatment groups in post-test and gain score results, according to inferential statistics outcomes, this small increase is practically insignificant (p>0.05). Additionally, the treatment group has mainly developed their interpretation (+0.43) and argumentation (+0.25) subskills. Moreover, the results of qualitative data have shown a highly positive perception of PBL by students who noted that PBL improved their critical thinking skills through research analysis and iterative problem-solving.Item Open Access Орта мектепте қазақ әдебиетін жаратылыстану пәндерімен интеграциялай оқыту әдістемесі(SDU University, 2025) Куатова И.Зерттеу жұмысының бірінші бөлімінде әдебиетті жаратылыстану ғылымдарымен интеграциялау үдерісі қазіргі білім беру парадигмасы аясында теориялық тұрғыда негізделген. Бұл тарауда пәнаралық тәсілдің өзектілігі, оның оқушылардың тұтас дүниетанымын қалыптастыру мен әмбебап оқу дағдыларын дамытудағы тиімді құралы ретіндегі маңызы басты назарда қарастырылған. Қазақстанның білім беру жүйесінде интеграциялай оқытуға байланысты жүргізілген ғылыми зерттеулерге шолу жасалып, оның тұжырымдамалық негіздері, педагогикалық - әдіснамалық алғышарттары мен мектеп тәжірибесіне енгізілу деңгейі талданған. Сонымен қатар, гуманитарлық және жаратылыстану ғылымдарының өзара кірігуінің тарихи қалыптасу динамикасы — кеңестік кезеңнен бастап қазіргі білім беру реформаларына дейінгі аралықта қарастырылған. Жалпы білім беретін мектептерде интеграцияланған сабақтарды жүзеге асыру тәжірибесі де сараланып, мұғалімдердің іс жүзінде кездесетін негізгі қиындықтары мен қайшылықтары айқындалған. Зерттеу жұмысының екінші бөлімі қазіргі орта мектеп жағдайында қазақ әдебиетін жаратылыстану пәндерімен интеграциялау үдерісінің практикалық қырларын ашуға бағытталған. Әдеби мазмұнды математика, биология, география және информатика сияқты пәндермен табиғи түрде ұштастыруға мүмкіндік беретін әдістемелік тәсілдерге ерекше назар аударылған. Оқу материалының тақырыптық, ұғымдық және контекстуалдық бірлігіне негізделген пәнаралық сабақтарды жоспарлау мен өткізудің тиімді жолдары ұсынылған. Маңызды аспектілердің бірі — поэзиялық шығармаларды пәнаралық ойлау қабілетін дамыту құралы ретінде қарастыру. Өлең мәтіндерін талдау жаратылыстану пәндеріндегі ұғымдар мен құбылыстармен байланыстырылып, оқушылардың ғылыми түсініктерді көркем әрі эмоционалды мазмұнмен ұштастыра отырып меңгеруіне жол ашады. Бұл тәсіл оқушылардың өлең құрылымын түсінуін ғана емес, сонымен қатар ғылым тіліне жақындауын да қамтамасыз етеді. Сканировано с CamScanner онымен қатар бұл бөлімде интеграциялай оқыту әдістемесінің оқушыларардың ғылыми және сыни тұрғыдан ойлауын дамытудағы рөлі қарастырылған. Зерттеу жұмысының қорытынды бөлімінде қазақ әдебиеті мен жаратылыстану пәндерін кіріктіре оқытудың теориялық және практикалық негіздері жан-жақты сараланып, бұл тәсілдің оқушылардың білім сапасын арттырудағы тиімділігі мен мәні нақты көрсетілген. Бірінші тарауда интеграциялай оқыту әдістемесінің теориялық алғышарттары негізделіп, көркемдік пен ғылымның табиғи үйлесімі көрсетілсе, екінші тарауда нақты әдістер мен тәсілдер ұсынылып, поэзия арқылы ғылыми ұғымдарды меңгерту, логикалық және шығармашылық ойлауды дамыту жолдары ұсынылған. Зерттеу нәтижесінде интеграциялай оқыту – білімді терең әрі жан-жақты меңгертудің тиімді жолы ретінде танылып, функционалдық сауаттылық пен ғылыми дүниетанымды қалыптастыруда маңызды құрал бола алатыны дәлелдендіItem Open Access Detecting social conflicts in kindergartens using deep learning and computer vision(SDU University, 2025) Kengesbay D.Early conflict detection in kindergartens plays a significant role in ensuring a harmonious learning atmosphere and in promoting the social growth of young children. While most previous works have only addressed conflict detection through adults, in this paper, we specifically address conflict detection in kindergartens using deep learning, utilizing both spatial and temporal information to improve performance. The application of deep learning and computer vision in automatically detecting and analyzing early conflicts among young children is discussed in this paper. Using video footage, we leverage state-of-theart RNNs and 3D CNNs for high-accuracy detection of conflict instances. Crucial visual cues—facial expressions, gestures, poses, vocal tone, and movement—are examined for the extraction of tension or aggression signs. The model is evaluated on real kindergarten video data, with promising conflict detection and classification results. The findings indicate the potential of AI-supported tools in assisting teachers in class management, child behavior monitoring, early intervention mechanisms, and the fostering of a good social environmentItem Open Access Teacher’s Feedback on Students’ Written Work: Teachers’ and Students’ Perspectives(SDU University, 2025) Kazybay M.This qualitative study aimed to explore Kazakhstani EFL teachers’ and students’ perspectives on feedback in writing instruction. Data was collected using semi-structured interviews with 5 EFL teachers and 15 11th grade students in schools of Almaty, Kazakhstan. Thematic inductive analysis used to analyze the collected data. The study's findings indicate that teachers and students held both similar and differing views on feedback strategies and focus. Both groups acknowledged that feedback is essential for improving writing skills. Teachers preferred feedback that was selective and direct. Conversely, detailed and indirect feedback was preferred by the majority of the students, since they believed that it helps them to learn at a deeper level. Teachers preferred selective and direct feedback due to the challenges, such as limited time, a huge workload, student plagiarism, and overreliance on AI. Moreover, findings revealed that positive feedback that points out the strengths and that values the students' work made them feel more motivated and engaged in writing. Finally, recommendations based on participants' responses, limitations of the study, and directions for future research are also included in the study.Item Open Access Identifying career aspirations of STEM Chemistry Teachers(SDU University, 2025) Zainy A.STEM is an integrated educational concept that combines the fields of Science (Science), Technology (Technology), Engineering (Engineering) and Mathematics (Mathematics). The term was first widely used in the 2000s in the United States for the purpose of reforming the education sector, and later became one of the areas of Education recognized at the global level. The STEM educational model differs from traditional subject teaching in that it organizes the educational process in a complex, interdisciplinary way, that is, it is based on teaching, combining several disciplines in solving real-life problems. Its significance lies not only in preparing individuals for specialized careers but also in cultivating a broader set of skills essential for navigating the challenges of the modern world.There are several reasons why STEM education is important. First, it prepares students for careers in STEM-related fields, which are growing rapidly and offer good job prospects. Second, it helps students develop skills that are valuable in all fields of work, such as creativity, innovation, and adaptability. Third, it promotes scientific literacy and understanding of important scientific issues. Despite its many benefits, STEM education faces several challenges. One challenge is the lack of qualified STEM teachers.Item Open Access A Comparative Study of AI-assisted Assessment and Teacher-Assessment in an EFL Writing Course(SDU University, 2025) Fazilova A.With the rapid development of artificial intelligence in education, automated writing evaluation (AWE) tools such as ChatGPT are becoming increasingly popular for providing feedback on students' written works. This study explores the perceptions of first-year EFL students about AI-assisted assessment compared to teacher assessment in an EFL writing course at a private Kazakhstani university. Over the period of one semester, 33 participants have written 4 essays and received both the teacher and ChatGPT feedback on each essay. Their perceptions have been compared and analyzed with a quantitative research design with elements of qualitative analysis. A questionnaire with Likert-scale closed-ended and open-ended questions was used. The results revealed that while students recognize the importance of AI-assisted assessment for surface-level corrections (grammar, vocabulary, structure), the majority of students prefer teacher feedback for its clarity, personalized support, and depth. Additionally, most students viewed the ideal approach as a combination of two types of feedback: AI for quick technical feedback and teachers for more complex aspects like structure, argumentation, and tone. The study concludes that although AWE tools have potential as supplementary support in EFL writing instruction, they cannot replace the human connection and pedagogical insight offered by teachers. Implications for integrating AI tools into classroom practice and teacher training are also discussed, along with recommendations for future research in this evolving field.