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Item Open Access A CONCEPTUAL FRAMEWORK OF AI TOOLS AS A COGNITIVE TOOL IN HIGHER EDUCATION(SDU University, 2026) Mukash Zh.; Naurisbayeva A.; Bakranova D.; Noorazlan M.The rapid adoption of artificial intelligence (AI) technologies in higher education has attracted growing academic interest. At the same time, it has raised concerns among teachers. While existing research largely emphasizes technological efficiency or academic integrity risks, fewer studies address how AI can be pedagogically integrated to support learning without undermining students’ cognitive engagement. The study synthesizes peer-reviewed literature in the areas of AIsupported learning, educational technology, and higher education using an analytical and theoretical research design. This study develops a pedagogical framework that conceptualizes AI as a cognitive tool rather than a substitute for human thinking. The proposed framework conceptualises the AI tool as a cognitive tool operating through three connected functions in pedagogy: scaffolding, cognitive support, and reflection. These roles are integrated into a logical framework based on constructivist and sociocultural learning theories. By providing a logical and practically useful model for ethical AI integration in higher education, the study enhances AI-enhanced teaching.Item Open Access SECONDARY SCHOOL EFL TEACHERS' PERCEPTIONS OF THEIR DIGITAL COMPETENCES(SDU University, 2026) Nazerke B.; Saule T.; Kuralay Zh.Given the rapid development of Information and Communication technologies (ICT) and their integration into all spheres of human activity, digital competence of teachers has become one of the crucial skills to acquire. Current educational context requires teachers to be digitally competent in order to achieve greater results in the teaching process. The aim of the article is to identify and analyze the perceptions of secondary school English as a foreign language (EFL) teachers regarding their digital competence. Using a qualitative approach, semi-structured interviews with secondary school EFL teachers were conducted to investigate their views, experiences, challenges, and needs connected with digital technology use in teaching English. The results revealed basic levels of EFL teachers’ digital competence, the challenges related to a lack of digital equipment at state schools, and the need of enrolling in particular professional development courses and institution's supportive function. The study ends with some suggestions for how to enhance EFL teachers' digital competence development.Item Open Access PRE-SERVICE TEACHERS’ AWARENESS AND UTILIZATION OF ARTIFICIAL INTELLIGENCE FOR LEARNING IN UNIVERSITIES IN KWARA STATE, NIGERIA(SDU University, 2026) Abubakar S.; Samuel K. A.; Oyeyemi J.J.; Okanla F.B.; Pelumi Z.M.Pre-service teachers' familiarity and proficiency with AI tools are crucial for effectively integrating these innovations into future classrooms. Yet, limited research exists on AI awareness and utilization among pre-service teachers in Nigerian universities, particularly in Kwara State. This study, therefore, explored the state of AI awareness and utilisation among pre-service teachers in universities in Kwara State. A descriptive research approach of survey type was employed. The population for the study was all pre-service teachers in universities in Kwara State, Nigeria. Two hundred (200) pre-service teachers were sampled for the study using stratified sampling technique. A researchers’ self-developed questionnaire was used for data collection while the data collected for this study were analysed using mean and percentage to answer the two research questions while independent t-test was used to test the hypotheses postulated for this study at 0.05 level of significance. The findings indicate that the level of awareness of Artificial Intelligence for learning was high among pre-service teachers in universities in Kwara State. It was also revealed that the level of utilisation of Artificial Intelligence for learning was low among pre-service teachers in universities in Kwara State. Statistical analysis using independent t-tests revealed no significant differences in AI awareness and utilization based on gender of the respondents. It was however recommended that training on usability of AI should be organised for pre-service teachers so as to ensure effective use of AI.Item Open Access АБАЙ ШЫҒАРМАЛАРЫН КОГНИТИВТІ-КОНЦЕПТУАЛДЫ ОҚЫТУ ӘДІС-ТӘСІЛДЕРІ(SDU University, 2026) Жұмақаева Б.; Молдасанов Е.; Қамбарова Ғ.Бұл мақалада Абай шығармаларын когнитивті-концептуалды негізде оқытудың теориялық-практикалық тиімділігі қарастырылады. Абай мәтіндерінің көпқабатты танымдық құрылымы, күрделі ұғымдық жүйесі, символдық және семантикалық өрісінің байлығы білімгерден гносеологиялық дайындықты, терең ойлау мен интерпретация дағдыларын талап ететіні анық. Ізденіс барысында Абай шығармаларын дәстүрлі және когнитивтік тәсілдер арқылы талдаудың нәтижелері салыстырылады. Дәстүрлі оқу барысында студенттер «Жігіттер, ойын арзан, күлкі қымбат» өлеңінің мазмұнын жалпы тақырыптық деңгейде ғана меңгерсе, когнитивтік әдіс мәтіндегі тірек сөздерді айқындау, семантикалық өріс құру, модельдеу арқылы мәтіннің ішкі құрылымына терең бойлауға мүмкіндік беретіні көрінеді. Абай шығармаларындағы «жан», «тән», «қызыл» тәрізді концептілердің көпқабатты мәнін түсіну барысында студенттер мәтіндік әлемді реконструкциялап, философиялық және этикалық астарды терең қабылдайды. Мақала нәтижелері когнитивті-концептуалды әдістердің Абай поэзиясының мәнін ашуда, студенттердің аналитикалық, концептуалдық және метатанымдық қабілеттерін дамытуда ерекше тиімді екенін дәлелдейді.