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Item Open Access PERSPECTIVES ON STEM EDUCATION INTEGRATION(СДУ хабаршысы - 2017, 2017) Almakhanova A.N.Abstract. The science, technology, engineering, and mathematics (STEM) acronym is frequently utilizedas a part of reference to only one of the disciplines, regularly science. STEM disciplines’ integration is progressively encouraged in the literature but studies thatfocus on multiple disciplines seem insufficient with diversedata and incompetentways for STEM improvement. Points of view on how training combination can be accomplished are shifted, with reference to multidisciplinary and interdisciplinary methodologies adding to the verbal confrontations. Such approaches contain center ideas and aptitudes from at least two disciplines with the point of developing comprehension and abilities. Research about STEM integration is an embryonic field with respect to advancing curriculum development and various student outcomes. For instance, despite everything we require more reviews on how understudy gaining results emerge from various types of STEM incorporation as well as from the specific trains that are being coordinated. Drawing on proposals from the writing, recommendations are offered for tendingto the difficulties of coordinating different orders confronted by the STEM community.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 Identifying pedagogical content knowledge of chemistry teachers in integrated STEM technology(SDU University, 2025) Begimbayeva K.In the context of integrating STEM technologies into science education, the role of chemistry teachers becomes increasingly significant in shaping interdisciplinary thinking and applied problem-solving skills. This study aims to explore how chemistry teachers develop and apply Pedagogical Content Knowledge (PCK) within STEM-integrated teaching environments. The research used a mixedmethods approach to investigate current practices, challenges, and pedagogical strategies among chemistry teachers in Kazakhstan. The quantitative phase involved 114 chemistry teachers, who completed a structured survey assessing their familiarity with STEM approaches, frequency of use, and professional development needs. In the qualitative phase, two rounds of semi-structured interviews were completed with 28 teachers, with a focus on how teachers utilize STEM principles to develop problem-based tasks, conduct experimental experiments, and undertake interdisciplinary projects in their chemistry teaching. The study showed that the teachers were using STEM practices through real-world problems, innovative laboratory tasks, and collaborative projects. The teachers appeared to be creative in adapting their existing chemistry content to their students' levels, and were concerned with the possible pedagogical value of projectbased learning. The study also identified barriers, such as lacking physical and human resources, limited institutional support, and insufficient professional development training in STEM-PCK. This study illustrates the necessity for ongoing professional development and systemic support for chemistry teachers that enhances the effectiveness of integrating STEM-related pedagogies in their teaching practices. The findings also highlight the need for teachers to have practices and knowledge that support interdisciplinary, technology-enabled science learning.