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Item Open Access Enhancing Students' Interpersonal Skills in Secondary School Mathematics Education(SDU University, 2026) Ongarbek A.This study investigates the development of students’ interpersonal interaction skills in secondary school mathematics education. The relevance of the research is determined by the growing need to enhance students’ communication, collaboration, and mathematical discourse skills in accordance with contemporary educational requirements. In mathematics lessons, students are expected not only to solve tasks correctly, but also to explain their reasoning, justify their ideas, listen to peers, and participate in meaningful discussion. The purpose of the study was to identify effective pedagogical conditions for developing interpersonal interaction skills among secondary school students in mathematics education and to test their effectiveness experimentally on a sample of seventh-grade students. The research employed theoretical and empirical methods, including analysis of pedagogical literature, classroom observation, questionnaires, pedagogical experimentation, and qualitative analysis of the obtained results. A methodological system based on dialogic teaching, collaborative learning, communicative tasks, and psychotype-based group organization was developed and implemented. The results of the study showed that the proposed methodology had a positive impact on students’ communication, cooperation, active participation, confidence in expressing ideas, and ability to use mathematical language during lessons. The scientific novelty of the study lies in the development and experimental validation of a psychotype-based model for organizing collaborative learning in mathematics lessons. The practical significance of the research is associated with the possibility of applying the proposed instructional strategies and communicative tasks in secondary school mathematics education.Item Open Access AI-Powered Technology in Enhancing Biology Education(SDU University, 2026) Bizhanova A.This study investigated the impact of AI-supported learning on academic achievement, student perceptions, engagement, independent learning, and AI literacy in university biology education. The research was conducted among 52 undergraduate students enrolled in a biology course focusing on nervous system anatomy. A quasiexperimental design was employed, involving a control group receiving traditional instruction and an experimental group participating in AI-supported learning activities. Data were collected using pre-tests, post-tests, and a student perception questionnaire. The results demonstrated significant improvements in academic achievement within both groups. Although the AI-supported group achieved higher mean post-test scores, the difference between groups was not statistically significant according to independent-samples t-tests and ANCOVA analyses. Questionnaire findings revealed highly positive student perceptions of AI-supported learning. Students reported that AI facilitated understanding of complex biological concepts, supported independent learning, enhanced engagement, and helped identify knowledge gaps. Participants also demonstrated awareness of AI-related challenges, including misinformation, inaccuracies, and excessive reliance on AI-generated content. The findings suggest that AI-supported learning represents a valuable complement to traditional biology instruction. While no statistically significant achievement advantage was identified, AI contributed positively to student engagement, independent learning, conceptual understanding, and responsible.Item Open Access Investigating the Effect of Peer Learning on Students' Achievement and Attitude in "Discrete Mathematics"(SDU University, 2026) Orazkhan A.This research investigated how the Think–Pair–Share method combined with Structured Problem Solving (TPS–SPS) impacted students' academic performance and their attitudes about Discrete Mathematics. The study used a quasi-experimental pretest/posttest non-equivalent control group design with second- and third- year mathematics pedagogy students at a private university located in the Almaty region of Kazakhstan (N = 164 for achievement; N = 72 for attitude). The participants of the study attended the same lectures, yet their practice sessions differed because experimental groups completed TPS–SPS activities during a three-week Counting and Probability unit while control groups followed traditional individual-work instruction. Academic achievement was measured using a researcher-developed open-ended test (α = 0.809), and attitudes were assessed using an adapted Attitudes Toward Mathematics Inventory (α = 0.909). ANCOVA results showed a statistically significant effect for the 2nd-year cohort, with the experimental group producing higher adjusted post-test scores. The 3rd-year cohort did not show a statistically significant effect; however, both cohorts displayed similar improvement patterns, with experimental groups showing higher gains. No significant between-group differences were found in overall attitude for either cohort, yet the 2nd-year experimental group demonstrated a significant within-group improvement in self-confidence. The results suggest that TPS-SPS is an effective method for enhancing Discrete Mathematics achievement, while short-term interventions produce limited attitudinal change.Item Open Access The Impact of Artificial Intelligence on Transforming Chemistry Education: Opportunities, Challenges, and Future Directions(SDU University, 2026) Kerimbek A.This study investigated the impact of Artificial Intelligence (AI) on chemistry education by examining its effects on student learning outcomes and educators’ perceptions. A quasi-experimental design was conducted with 80 Grade 10 and 11 students from Kazakhstan schools, comparing AI-integrated instruction with traditional teaching methods. In addition, a survey of 105 chemistry educators explored the opportunities, challenges, and future role of AI in chemistry education. The results showed that students receiving AI-supported instruction achieved significantly higher post-test scores than those in the control groups. Educators reported that AI improved the visualization of abstract chemical concepts, personalized learning, and immediate feedback. However, concerns were raised regarding digital literacy, technological infrastructure, AI-generated inaccuracies, and academic integrity. The findings suggest that AI can significantly enhance chemistry education when supported by appropriate pedagogical strategies, teacher training, and reliable technological resourcesItem Open Access Digital Competence of Secondary School EFL Teachers: Perceptions, Challenges, and Practices(SDU University, 2026) Bekaidar N.Against the backdrop of a national declaration of 2026 as the “Year of Digitalization and Artificial Intelligence” Kazakhstan is carrying out a large-scale reform of its educational system. As for secondary school English as a Foreign Language (EFL) teachers, this change entails a transition from basic Information and Communication Technology (ICT) literacy to advanced, pedagogy-oriented digital competence. The qualitative study examined perceptions, practices and systemic challenges of six EFL teachers in different urban, private and rural settings in Almaty region. This study uses semi-structured interviews and theme analysis to explore how instructors deal with the new “teacher - artificial intelligence (AI) - student” relationship. The research reveals a clear divide in self-efficacy, with many instructors feeling overwhelmed by the pace of change in technology and constant infrastructure problems, while younger teachers in well-resourced workplaces report high levels of confidence and active tool use. Concerns included the rural-urban digital divide, severe time constraints, and lack of on-site pedagogical Information Technology (IT) support, similar to those in the first- and second-order obstacles literature (Ertmer, 1999). The study concludes that for sustainable development of digital competence we should move from the generic ICT training to contextual, practice-based, ‘cyberpedagogy’ models and formation of formal PLCs to encourage peer support and reduce professional isolation. The study recommendations clearly show that success in the national digitalisation policies requires a balance between the provision of hardware and pedagogical support.Item Open Access A Comparison of Effect of Abstract Textbook and Real-Life–Based Physics Problems on Students’ Attitudes and Perceived Relevance(SDU University, 2026) Rakhymberdiyev B.The purpose of this study was to investigate the effects of physics problems set within real-life contexts on students' understanding of physics and the relevance of physics to their lives․ The study used a mixed-method design with 84 students responding to textbook physics problems and five context-based problems, and 52 of them participated the survey with multiple-choice, Likert-scale, and open-ended questions․ Their results in both types of problem solving activities were compared and analyzed to test if there is any difference in overall achievements of students. Thematic analysis was implemented in order to make sense of the qualitative data as results of the open-ended questions. Most studies found that context-based problems had a positive effect on students' interest and relevance to physics․ Student learning‚ as measured by conceptual understanding tests‚ often improved‚ but the effect on performance was more mixed․ Results of the study indicated positive tendency in both problem solving and survey. Due to open-ended questions results, the vast majority of participants posed that realistic problems are deemed more interesting and encourage meaningful learning of physics‚ though this is only the case with a balanced set of problemsItem Open Access Assessing the accessibility of virtual chemistry laboratories for school students with special educational needs(SDU University, 2026) Absattarova A.Students with special educational needs (SEN) often face limitations in studying natural science subjects, including chemistry, where laboratory practice must be constantly conducted to consolidate theoretical knowledge. The main purpose of this study was to study the effectiveness of the use of virtual chemical laboratories (VCL) as an educational tool for this category of students. The study examined the following issues, such as how a student SEN perceives the virtual environment, what difficulties they face during work, and how the VCL affects their academic performance. The hypothesis is that a virtual chemistry laboratory needs to remove laboratory barriers from students with SEN, as well as help improve their academic performance. The research methodology is based on mixed methods of analysis: quantitative (pre- and post-test) and qualitative (structured interview and observation). The study involved 17 students with different categories of inclusion, enrolled in grades 6-9. The results of the data confirmed the positive impact of the virtual laboratory (VL) on students with SEN. Many students have recorded an increase in test scores. The qualitative analysis data confirms the quantitative results. The scientific novelty of this study lies in the simultaneous coverage of several inclusive groups, and the results of the study can serve as a basis for further research in this area.Item Open Access The Impact of STEM Integration on Secondary School Students' Conceptual Understanding in Physics(SDU University, 2026) Tursumbekova A.This study examines the effect of STEM-integrated instruction on 9th-grade students' conceptual understanding of Newtonian mechanics in Kazakhstan. Using a quasi-experimental pretest-posttest design with 74 students at Al-Farabi Specialized Lyceum, the experimental group (n = 34) received six weeks of STEM-integrated instruction while the control group (n = 40) followed traditional teaching. Conceptual understanding was measured via the Force Concept Inventory (FCI). Results showed that the STEM group significantly outperformed the control group, achieving a medium normalised gain compared to a low gain for controls. A pre-test gender gap closed entirely by post-test, confirming equitable outcomes. The study provides the first controlled evidence from Kazakhstani secondary schools that STEM integration substantially outperforms traditional physics instruction.Item Open Access Using Simple Chemistry Experiments to Improve Students' Understanding of Biochemical Processes in Biology(SDU University, 2026) Abilova A.One of the main problems in secondary education is the “separation effect", i.e. the teaching of biology and chemistry without any connection. Consequently, students consider biology as mere memorization of facts and chemistry as a set of tough formulas. Students often don't know that the two disciplines are a system that connect each other. To solve this problem, this dissertation proposed an experimental teaching method called "Four Main Pillars". The goal of this approach is to increase the interest and understanding of students by removing the boundaries between the disciplines and clearly demonstrating the biochemical relationships. The main benefit of this research is that its results can be applied in real life. Four main experiments were carried out during the work. They were: determining the acidity of the environment (pH), monitoring gas exchange, explaining how enzymes work, and demonstrating the distribution of molecules (diffusion). For such experiments, not expensive laboratory equipment, but simple everyday objects were used. Thanks to this, it was proven that science is very understandable and that it is closely related to our lives. The data collected shows that this change was quite effective. The quantitative analysis results showed that students' self-confidence increased 73%. In particular, the percentage of students who could explain biological processes in chemical terms increased from 9% to 82%. The numbers went up a lot for how much students understood the link between biology and chemistry. It went from twenty eight percent to ninety one. That stands out. Also more of them started thinking science could be done with basic stuff which went up by fifty six percent I think.Item Open Access 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.Item Open Access 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 studyItem Open Access 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.Item Open Access 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.Item Open Access Implementing Inquiry-based Learning in secondary school in science lessons: Exploring engagement and learning outcomes(SDU University, 2026) Toktar A.This study explored the use of Inquiry-Based Learning in secondary science lessons and its impact on students’ academic achievement and engagement. The participants were 78 students from Grade 5 and Grade 6. A quasi-experimental pretest–post-test control group design was used. In each grade, one class received inquiry-based instruction and one class was taught through traditional teacher-centred methods. The Grade 5 unit focused on Ecology and Environmental Impact, while the Grade 6 unit addressed Scientific Investigation and Formulating Hypotheses. Data were collected through pre-tests, post-tests, classroom observations, and student questionnaires. Academic achievement was analysed using a 2 × 2 mixed ANOVA. Differences in engagement were examined using independent-samples t-tests, and Pearson’s correlation coefficient was used to examine the relationship between engagement and achievement gains. Students in the inquiry-based groups demonstrated greater improvement than students in the control groups. They also reported higher levels of engagement during the intervention. The strongest outcomes were observed in Grade 6. The correlation analysis showed that students with higher engagement scores generally achieved larger learning gains.Item Open Access Investigating The Effectiveness of Extra-Curricular Activities in Chemistry(SDU University, 2026) Bagytzhanova A.KThis study examines the effectiveness of ECAs and the level of student motivation on academic performance in chemistry classes. The theoretical foundations of extracurricular learning and its role in shaping motivation were analyzed. The review highlighted the importance of integrating scientific disciplines and STEM subjects, which include science, technology, engineering, biology, physics, and mathematics, into effective chemistry teaching. The results of national and international studies on ECAs demonstrate that participation in extracurricular lessons provides academic advantages by developing the cognitive and practical skills of each student. It was found that the role of teachers in ECAs is significant, as they influence the effectiveness of laboratory work and increase student motivation. Problems with teaching chemistry in ECAs in different countries have been identified, such as a lack of funding for laboratory classrooms, passive students in the classroom, and a lack of self-discipline and self-control. There is a lack of practical knowledge in lessons, which makes extracurricular lessons special. It is concluded that consistently organized extracurricular activities in chemistry can significantly improve the quality of education.Item Open Access Olympiad Preparation as a Factor in Physics Teachers’ Development(SDU University, 2026) Makhsutbekova A.Global declines in physics enrollment and shortages of qualified teachers raise serious concerns for physics education quality. While Olympiad programs are mainly seen as boosting student achievement, their role in teacher professional growth remains underexplored. This study examines how Physics Olympiad (PO) preparation affects in-service teachers' content knowledge (TCK), instructional practices, and student achievement. Using a quantitative design, data were collected from 23 Bilim Innovation Schools in Kazakhstan through three sources: Teacher Assessment Tests (TAT), Olympiad Preparation Activities (OPA) across six subdomains, and multi-level Olympiad results. Twenty-three teachers were grouped by performance and analyzed using ANOVA and LSD post hoc tests in SPSS. Teachers fully engaged in Olympiad lesson delivery, planning, and event organization showed significant TCK gains, though effects on student achievement were less consistent. Active participation — particularly in exams and events — was linked to stronger pedagogical competence. These results suggest Olympiad preparation functions as embedded, practicebased professional development, benefiting both teachers and learning environments, and offer evidence for national STEM policy and sustainable teacher development models.Item Open Access Creating the Integrative STEM Lesson Unit Plan for 11th Grade Students(SDU University, 2026) Adilzhan A.This study investigates the development, implementation, and evaluation of an integrative STEM lesson unit plan for 11th grade chemistry students across three secondary schools in Almaty, Kazakhstan a private school, a state school, and a specialized school. The study addresses three research questions concerning the development of an effective STEM unit plan, its impact on academic performance, and the challenges associated with its integration. Grounded in constructivism, the Zone of Proximal Development, inquiry-based learning, and the 5E Instructional Model, the research employed a mixed-methods design combining a quasi-experimental pre-test and post-test with semi-structured online interviews. A total of 117 students participated in the pedagogical experiment, and 15 chemistry teachers were interviewed. Research instruments were validated by five experts using Kendall's W analysis (W = 0.82 and W = 0.79, both p < .05). Paired samples t-tests confirmed statistically significant improvement in all six groups (p < .05). ANCOVA revealed significant advantages for the experimental group at the state school (F(1) = 9.34, p = .004) and the specialized school (F(1) = 9.14, p = .004). Qualitative findings indicated positive impacts on student engagement, motivation, and 21st-century skill development, while four systemic barriers were identified: infrastructural limitations, curriculum rigidity, inadequate teacher preparation, and student resistance. The study concludes that integrative STEM education has genuine and statistically demonstrable potential to enhance chemistry learning in Kazakhstan, and that successful implementation requires sustained investment in teacher professional development, school infrastructure, and curriculum reform.Item Open Access Implementation of STEM Projects to Foster Research Competencies in High School Chemistry classes(SDU University, 2026) Kailarbek A.The incorporation of STEM (Science, Technology, Engineering, and Mathematics) projects in high school chemistry classes is the most effective way to create research competencies among students. These projects, which are the fusion of science and technology, engineering, and mathematics, give students chances to bring the theoretical knowledge they have learned to real-life situations. The approach is about enhancing different skills such as the development of hypothesis, data gathering, experimental design, and critical analysis of results which are the necessary skills needed for students in the academic and professional fields in the sciences. Through collaborative and problem-based learning activities, that not only deepen their understanding of chemistry but also develop essential life skills such as teamwork, communication, and critical thinking. STEM projects foster active engagement where students can take on the roles of researchers to apply the scientific method to investigate phenomena, test theories, and interpret results. This process creates a more dynamic and inquiry-based learning atmosphere that is on par with the needs of modern scientific research. Additionally, students acquire practical experience with equipment found in laboratories, data analysis tools, and scientific software that they will use later in life. They would learn how to deal with setbacks and reach a positive outcome during the progress of their experiments. Chemistry teachers can employ the STEM integrated approach to arm the students with necessary skills for their future academic learning in the fields of science and engineering. The paper suggests that STEM projects are not only capable of improving the results of students in a course but that they also will furnish them with the challenges and demands of future careers in science.Item Open Access AI chatbots in Second Language Acquisition and Learning: Teachers' and Students' Perspectives in Higher Education(SDU University, 2026) Abykhanov B.The emergence of Artificial Intelligence technology has affected most of the fields. The field of education is among them as well. The educators and students have access to artificial intelligence. It can be stated that it is being used for various purposes by educators and students alike. Therefore, there is a need for more research on artificial intelligence in education. This study aimed to investigate the perspectives of second foreign language teachers and students on the use of artificial intelligence chatbots. In order to investigate the perspectives of teachers and students, the study employed a qualitative descriptive research design. The researcher conducted semi – structured interviews and observations. The participants were 24 in total. Participants were seven second language teachers and were five second (18 - 19 year olds), five third (20 - 21 year olds), and seven fourth (21 - 22 year olds) year students. The major of the students were Foreign Language: Two Foreign Languages and Translation Studies. The data collected during the interviews and observations was analyzed thematically. The findings indicated that SFL teachers use AI chatbots such as ChatGPT, Gemini, Deepseek, Groc - 3, and Doubao. As regards to students, they use ChatGPT, Gemini, Deepseek, and Doubao. SFL teachers mostly used AI chatbots to generate tasks for the students and to correct their syllabuses. As per the students, the students used AI chatbots for grammar, vocabulary, speaking practice, preparation for the tests, and feedback. SFL teachers and students acknowledged the challenges of using AI chatbots such as inability to detect pronunciation, mistakes in grammar and identification of the context.Item Open Access English as a Foreign Language Learners’ Experiences of Using ChatGPT in Academic Writing(SDU University, 2025) Medimanov D.Nowadays, the role of AI has increased rapidly in education, especially ChatGPT in higher education. ChatGPT is an AI-powered chatbot that was developed by using the technology which is called Large Language Model (Stevenson, 2024).This study examines the experiences of EFL learners who have used ChatGPT in academic writing using the Technology Acceptance Model as a theoretical framework (Davis,1989), which explains the acceptance of technology through usefulness and easiness of usage. Qualitative research design was used to gather data from 10 EFL postgraduate MA students. The semi-structured interview was conducted to explore the students’ experiences in using ChatGPT in academic writing. The findings in this study have been revealed into four main themes: 1. ChatGPT 3.5 as a supportive tool 2. Confidence and Motivation in academic writing. 3. Challenges and Limitations in using ChatGPT 3.5. 4. Ethical Consideration in using ChatGPT 3.5. Also, the findings demonstrated that the majority of participants found ChatGPT beneficial in brainstorming, correction with grammar and organization. In addition, it was reported that it was easy and simple to use by supporting the main concepts of the TAM. On the other hand, some students were concerned about overdependence, misleading information and reducing critical thinking. This research study contributes crucial information that suggests ChatGPT has the potential to become an effective tool for supporting EFL learners in academic writing, if it is used in an ethical way