Examining the Relationships between Teachers' Job Satisfaction and Technological Competencies

Hybrid learning is a relatively new approach in Kazakhstan's educational system. The transition to a new format necessitates a significant amount of effort and restructuring at the universities. The problems of researching the advantages and disadvantages of implementing this kind of instruction in the classroom are very relevant. The study's goal was to investigate students' attitudes towards implementing a hybrid learning environment. A qualitative method of data analysis was applied in the study. 1,186 students participated in hybrid learning at various universities in Kazakhstan. According to the findings, students value the flexibility and convenience of attending classes remotely through a two-way video conference. However, the findings also indicate that this new learning environment faces several pedagogical and technological challenges. These findings emphasize the importance of assisting students in understanding hybrid learning resources and goals thereby creating opportunities for success in hybrid learning. Policymakers in education can use it as a guide to develop policies related to crisis management or inclusive education as well as curriculum documents and resources for hybrid learning.

Section: Problem Statementmentioning

confidence: 99%

Students' perspectives of a hybrid learning system in Kazakhstani higher education: A case study

Amirova,

Zhumabayeva,

Zhunusbekova

et al. 2024

“…Noospheric knowledge forms the conscious nature of an attitude and gives rise to ecological consciousness. However, the past ten years of reforms in general education not only failed to improve its effectiveness but did not improve the spiritual and moral context in society and at school (Nagima et al, 2023;Nurgaliyeva et al, 2023;Zhumash et al, 2021;Zhussupbayev et al, 2023).…”

Section: Problem Statementmentioning

confidence: 99%

The visual arts' role in the development of students' noosphere worldview

Nurke,

Zhumabayeva,

Adenova

et al. 2024

Noospheric education is considered the basis for the formation of an environmental culture in people and society aimed at solving a complex of problems related to ensuring the sustainable development of society. Identifying promising areas for noospheric education development and demonstrating the importance of students developing a noospheric vision of the world through the visual arts depend on whether the necessary conditions for achieving the desired results have been established. This study aims to examine the impact of software on the effective formation of students' noospheric vision of the world using the visual arts. A quantitative and qualitative research design was used in this study. The study involved 240 fourth-grade students at secondary school no. 12 in the city of Almaty (Kazakhstan). The findings revealed issues with the formation of students' noospheric worldviews which demonstrates that students have an unstable perception of the intellectual sphere and develop an enthusiasm for the bright, spectacular objects and phenomena of their surroundings rather than their content. Experts can use the research findings to model environmental education in secondary schools, in the practical work of visual arts instructors, in the creation of curriculum and instructional aids for the visual arts and in the transmission of information on noospheric concepts.

“…We perceive that many of the terminology used in practical education are useful but do not accurately reflect the nature of the occurrences or objects being discussed. We believe that conducting national studies and regularly participating in international studies will allow us to establish a system in Kazakhstan for monitoring the quality of education, using scientific tools to ensure the effective application of evaluations (Nurgaliyeva et al, 2023;Ospankulov, Zhumabayeva, & Nurgaliyeva, 2023;Zhumash et al, 2021;Zhussupbayev et al, 2023 ). Therefore, Kazakhstan should continue to conduct national studies on student achievement and regularly participate in international comparative studies for in-depth analysis of their results to address educational issues more effectively.…”

Section: Literature Reviewmentioning

confidence: 99%

The impact of formative assessment techniques on students' self-assessment skills

Turysbayeva,

Zhumabayeva,

Yessenova

et al. 2023

The introduction of formative assessment to improve students' self-assessment skills was one of the main innovations in Kazakhstan. However, there are issues with the implementation of formative assessment and its introduction. This study aims to examine the impact of the author's formative assessment techniques on students' self-evaluations. One of the methods was experimental work carried out in 2021-2022 at Almaty Secondary School No. 198. This study was carried out using 55 fourth grade students consisting of 27 students in grade four "A" (16 girls and 11 boys) as the experimental group (EG) and 28 students in grade four "B" (18 girls and 10 boys) as the control group (CG). The results identified problems with the introduction and implementation of formative assessments. This highlighted the importance of developing formative assessment strategies to improve students' self-evaluations. Our findings confirm that the identified and methodically substantiated procedures for improving self-assessment in students in primary school may be employed in classes with younger students and in teacher training groups.