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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 Сreating the integrative STEM lesson unit plan for 9th grade chemistry students(SDU University, 2025) Tazhimuratov S.STEM education-which encompassesscience, technology, engineering, and mathematics-is becoming a vital part of modern education as the demands of the 21st- century workforce evolve. In particular, there's a growing need to rethink how these subjects are taught to make them more engaging, hands-on, and directly tied to real-life situations. This project centers on the development of a dynamic chemistry unitspecifically designed for 9th-grade students. Rather than sticking to textbook-heavy instruction, the unit incorporates practical experiments, real-world connections, and collaborative group work to deepen students’ understanding of essential chemistry concepts. The goal is not only to improve academic outcomes but also to foster transferable skillssuch as critical thinking, creativity, teamwork, and problem-solving-skills that are increasingly valued in both higher education and future careers. The design ofthis unit alignswith national and international educationalstandards, ensuring that content remains rigorous while being accessible and relevant. A major focus is placed on connecting chemistry topics-like reactions, matter, and the periodic table-to everyday scenarios,such as cooking, environmental issues,or technology. This contextualized learning helps students see the point of what they're studying, which in turn can boost motivation and reduce disengagement often seen in traditional science classrooms. Additionally, the study examines how such an approach affects student outcomes, including academic achievement, engagement, and their attitudes towardSTEM as a whole. Preliminary observations suggest that students respond positively to lessons that are interactive and rooted in real life, showing increased participation and interest in the subject. Long-term, this model could serve as a framework for other educators aiming to bringSTEM subjects to life in a more student-centered and meaningful way.Item Open Access Problems of implementing STEM education in mathematics (grades 10–11, Algebra and the Fundamentals of Analysis)(SDU University, 2025) Aralbay N.This dissertation work examines the theoretical and practical issues of implementing the STEM education system in the subject “Algebra and Analysis Beginnings” for grades 10–11. STEM approaches not only increase students’ interest in the subject, but also allow them to connect their mathematical knowledge with reallife situations. During the study, three STEM projects based on methods such as PBL (project-based learning), the 5E model, and engineering design were developed and a practical experiment was conducted. The experimental results showed that STEM methods increase students’ scientific thinking, independent decision-making ability, and motivation to conduct research. In addition, the difficulties encountered during the study, such as the level of teacher training, resource constraints, and integration into the curriculum, were analyzed, and methodological recommendations were made. The work provides a scientific and practical basis for the effective use of STEM education in secondary school mathematics.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 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 study