Enhancing professional abilities of university students through digital educational interventions: a study in Kazakhstani universities
Aigul Kurakbayeva,
Saule Xembayeva
Frontiers in Education,
Год журнала:
2025,
Номер
9
Опубликована: Янв. 7, 2025
This
study
investigates
enhancing
professional
abilities
among
university
students
in
Kazakhstan
through
digital
educational
interventions.
These
are
increasingly
crucial
a
labor
market
shaped
by
rapid
technological
advancements.
The
research
included
520
from
Toraighyrov
University
and
L.N.
Gumilyov
Eurasian
National
University.
employed
systematized
methodology
that
involved
literature
review
of
existing
studies
to
identify
key
themes
related
students’
rigorous
testing
correlation
analyses
using
SPSS
software.
interventions
consisted
interactive
online
classes,
12-week
MOOC
“Psychology,”
16-week
course
on
managing
learning
processes
distance
education
technologies.
significantly
improved
performance
cognitive
ability
tests,
enhanced
creativity-related
task
outcomes,
increased
motivation,
strengthened
orientation.
gains
supported
paired
t
-tests
align
with
theoretical
frameworks
such
as
Cattell’s
theory
Self-Determination
Theory.
underscores
the
effectiveness
tools
platforms
developing
non-cognitive
skills,
which
aligns
contemporary
reforms
Kazakhstan.
Язык: Английский
ICT-Based Teaching Materials on Science Learning to Improve 21st-Century Skills : A Systematic Review
IJORER International Journal of Recent Educational Research,
Год журнала:
2024,
Номер
5(5), С. 1239 - 1251
Опубликована: Сен. 30, 2024
Objective:
This
research
aims
to
evaluate
how
integrating
ICT
teaching
materials
in
science
learning
enhances
students'
active
involvement
and
develops
critical
21st-century
skills
necessary
for
their
daily
lives
future
careers.
Method:
A
Systematic
Literature
Review
(SLR)
method
is
used
this
study
review
recent
on
improve
the
21st
century.
The
results
obtained
were
23
articles.
Results:
analysis
shows
that
1)
E-modules
are
most
widely
material,
2)
Improving
skills,
namely
thinking.
Thus,
e-modules
an
ideal
solution
support
development
of
thinking
modern
era.
Novelty:
novelty
lies
its
emphasis
as
a
particularly
effective
tool
nurturing
among
students.
focus
represents
significant
advancement
educational
field
by
demonstrating
can
serve
targeted
strategic
approach
cultivating
essential
skills.
Using
technology
learning,
make
more
exciting
help
students
think
critically.
important
succeeding
today's
world,
which
becoming
complex
relies
technology.
Язык: Английский
Improving the training on creating a distance learning platform in higher education: evaluating their results
Frontiers in Education,
Год журнала:
2024,
Номер
9
Опубликована: Июль 17, 2024
The
COVID-19
pandemic
has
had
a
profound
impact
on
the
world,
and
one
of
many
changes
it
brought
about
is
shift
to
distance
learning
in
Kazakhstan’s
universities.
However,
both
teachers
students
were
ill-prepared
for
this
sudden
change.
In
some
remote
villages,
lack
internet
access
meant
that
no
online
classes
at
all.
To
address
issue,
universities
rent
foreign
platforms,
but
these
platforms
inadequate
information
security
measures
place.
challenges,
necessary
create
robust
secure
independent
platform
learning.
This
will
be
particularly
important
training
“Informatics”
context
article
presents
methods
schemes
creating
specifically
computer
science
teachers.
introduction
“Education-Online
Platform”
discipline
university
yielded
promising
results.
As
result,
been
created,
new
introduced
tested
educational
program
particular
future
specialists.
Язык: Английский
Preparing educators for the digital age: teacher perceptions of active teaching methods and digital integration
Frontiers in Education,
Год журнала:
2024,
Номер
9
Опубликована: Ноя. 27, 2024
Introduction
This
study
investigates
higher
education
teachers’
perceptions
of
active
teaching
methods—Case-Based
Learning
(CBL),
Problem-Based
(PBL),
and
Team-Based
(TBL)—and
their
integration
with
digital
technologies.
These
pedagogical
strategies
are
crucial
for
fostering
critical
thinking,
collaboration,
problem-solving
skills
among
students,
especially
in
the
age.
Despite
benefits,
challenges
such
as
resource
limitations,
time
constraints,
insufficient
training
hinder
implementation.
Methods
A
mixed-methods
approach
was
adopted,
involving
104
educators
from
various
institutions
Kazakhstan.
Participants
underwent
an
eight-week
program
consisting
72
h
workshops,
collaborative
activities,
self-paced
learning.
Pre-
post-training
assessments
measured
knowledge,
confidence,
practical
application
methods.
Surveys,
feedback
sessions,
peer
evaluations
provided
qualitative
quantitative
insights
into
participants’
experiences
challenges.
Results
The
significantly
improved
ability
to
implement
CBL,
PBL,
TBL.
Post-training
showed
a
4.2-point
increase
confidence
scores.
Most
(66.35%)
reported
moderate
adaptability
these
methods
current
educational
programs,
while
27.88%
achieved
high
adaptability.
identified
limitations
(43.27%)
constraints
(33.65%)
key
(PBL)
preferred
thinking
problem-solving,
majority
(51.92%)
favoring
it
over
other
Digital
technologies,
Moodle
augmented
reality
tools,
enhanced
effectiveness
student
engagement.
Discussion
findings
highlight
transformative
potential
education.
Educators
across
academic
positions
perceived
highly
effective,
aligning
Diffusion
Innovations
Theory.
Challenges
resources
curriculum
misalignment
were
significant
barriers
broader
adoption.
Continuous
professional
development,
institutional
support,
strategic
allocation
optimizing
methods’
impact.
Язык: Английский
Project-based Augmented Reality (PjBAR): Evaluation for Vocational Education Effectiveness
Data & Metadata,
Год журнала:
2024,
Номер
3
Опубликована: Дек. 31, 2024
Introduction:
The
Industrial
Revolution
4.0
requires
vocational
education
to
adopt
innovative
learning
approaches
that
integrate
advanced
technology
with
real
work
practices.
This
study
aims
analyze
the
effectiveness
of
Project-based
Augmented
Reality
(PjBAR)
model
in
improving
quality
education.
Methods:
Data
were
collected
through
a
trial
implementation
PjBAR
compared
direct
instruction.
was
analyzed
using
effect
size
determine
how
much
influence
had
on
outcomes.
Results:
revealed
significant
difference
between
class
and
instruction
method.
average
outcomes
superior
those
class.
Effect
analysis
indicated
strong
impact
student
Conclusions:
not
only
improves
but
is
also
able
provide
more
interesting
experience
integration
augmented
reality
technology,
making
it
relevant
meet
needs
21st-century
learning.
Язык: Английский