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Item Open Access IMPROVING SECONDARY SCHOOL STUDENT PERFORMANCE IN BIOLOGY CLASSES USING AI(Faculty of Education & Humanities, 2024) Adilzhan A.; Baimanova A.; Bexultanova A.The implementation of Artificial Intelligence into teaching biology to secondary school students implies that it will help people learn better and achieve educational goals more effectively. This study focuses on assessing the impact of AI-driven teaching methods on student motivation and academic performance through qualitative interviews and quantitative surveys with biology teachers, and pre- and post-tests results of students from different schools of Almaty, Kazakhstan. The study found that while there was only a slight improvement in overall academic knowledge, student motivation 137 significantly increased as a result of the AI-enhanced learning experience. The incorporation of AI technologies stimulated student interest and enthusiasm for biology, fostering a deeper engagement with the subject matter and promoting active participation in learning activities. Overall, this study underscores the importance of integrating innovative technologies like AI into educational practices to create dynamic and engaging learning environments that inspire and empower students to excel in their academic pursuits.Item Open Access TRAINING A SINGLE MACHINE LEARNING AGENT USING REINFORCEMENT LEARNING AND IMITATION LEARNING METHODS IN UNITY ENVIRONMENT(СДУ хабаршысы - 2020, 2020) Urmanov M. ; Alimanova M.Abstract. This paper provides a research of Unity plugin that helps to develop Machine Learning Agents within Unity engine environment. This work introduces training a single Machine Learning Agent using both Reinforcement Learning and Imitation Learning methods, comparing the results and effectiveness.Item Open Access EFL TEACHERS’ ATTITUDES TOWARDS THE USE OF AI GENERATED LESSON PLANS IN KAZAKHSTAN(SDU University, 2025) Alina Fazilova; Aizhan KayipProlific advancements in the sphere of Artificial Intelligence in Education and Artificial Intelligence, in general, beg the questions of how these technologies could be implemented in the English as a Foreign Language sphere and what English as a Foreign Language teachers’ attitudes towards Artificial Intelligence-generated lesson plans are. In this research paper, the attitudes of Kazakhstani secondary school English as a Foreign Language teachers towards the use of Artificial Intelligence-generated lesson plans have been explored. Through analyzing responses from an online survey, the study identifies several prominent themes that reflect the overall attitudes of teachers towards Artificial Intelligence-generated lesson planning. The study employed qualitative research design and involved 27 participants. Their attitudes were collected via an open-ended questionnaire and analyzed with thematic analysis. The results indicate that AI-generated lesson plans can have a positive impact on student learning outcomes, with the guidance and adjustments made by teachers. However, concerns about automation bias and the lack of personalization in the plans are also identified. The benefits of lesson planning generated by Artificial Intelligence include efficiency, customization, and innovative ideas, while drawbacks include inflexibility in unanticipated situations and a lack of specificity in students' needs. The study concludes that teachers express overall positive attitudes towards the use of Artificial Intelligence-generated lesson plans. According to the results, English as a Foreign Language teachers believe that they offer a range of benefits for teachers and can potentially enhance student learning outcomes when used in conjunction with teacher modifications and adjustments.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 FORMATIVE ASSESSMENT IN KAZAKHSTAN’S ENGLISH LANGUAGE CLASSROOMS: A NARRATIVE REVIEW OF CURRENT PRACTICES AND THE ROLE OF AI TOOLS(SDU University, 2025) Aidos Myrzabek; Gaukhar Yersultanova; Medet JandildinovFormative assessment (FA) has emerged as a critical component of effective teaching and learning, providing ongoing feedback that guides both teachers and students in improving educational outcomes. This narrative literature review examines the implementation of formative assessment in Kazakhstan’s English language classrooms and explores how artificial intelligence (AI) tools are enhancing and could further enhance these practices. The review synthesizes international and local research on FA – defining its key concepts, components, benefits, and challenges – within the context of Kazakhstan’s recent education reforms that mandate a criteria-based (formative) assessment system. It also discusses current applications of AI (such as adaptive learning platforms, natural language processing for feedback, and AI-driven peer/self-assessment tools) in education, and considers potential future uses of AI to support teachers and learners in formative assessment. The findings indicate that while formative assessment is valued for improving student engagement and achievement, Kazakhstani teachers face challenges in its implementation, including large classes and shifts in ingrained grading practices. AI technologies offer promising solutions to personalize feedback, automate routine assessment tasks, and inform data-driven instruction, albeit with the need for teacher training and careful integration. The review concludes with implications for educators and policymakers in Kazakhstan, emphasizing that blending proven formative assessment strategies with AI support can foster more responsive and effective English language teaching.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 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 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 resources