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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.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 Integration of Technology in Chemistry Education(SDU University, 2025) Daniyarkyzy L.This section details the research methods used to implement technology into chemical education research. The study adopts a quantitative methodology, specifically a survey method based on a systematic study of the impact and perceptions of the use of technology by students. The focus for this project was to obtain objective data in order to recognize trends, correlations and total impact of the technology use. The study included students from multiple levels of learning such as high school students, undergraduates completing a chemistry course, and possibly graduate students which allows the study to have more holistic picture of the chemistry learning experience. They were a broad array of students so we could consider an extensive range of experiences with respect to one's views on technology in educational settings. Data collection was primarily through a thorough and systematic survey tool specifically developed to derive both closed (for instance, on the Likert scale) and open responses. The survey tool has specific emphasis on the examination of students experiences, attitudes to learning, perceived benefits, drawbacks and frequencies of the use of diverse technological tools in chemistry learning environments. Key areas of research included their interaction with simulators, virtual labs, educational software, and online resources. The analytical methods were strictly based on a statistical analysis of the collected survey results. This included both descriptive statistics (e.g., frequencies, averages, standard deviations) to summarize the demographic data of participants and their overall responses, and logicalstatistics (e.g., t-tests, ANOVA, correlation analysis) to identify statistically significant patterns, correlations, and meaningful outcomes. The aim was to draw informed conclusions about the relationship between the integration of technology and the results of students, their perception and involvement in the process of studying chemistry.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 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 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.