Abai Kazakh National Pedagogical University

The primary objective of the present article is to identify the socio-demographic factors that increase the risk of developing gambling addiction in Kazakhstan and to analyze the effectiveness of rehabilitation interventions through the application of both quantitative and qualitative approaches. The research included two samples of individuals aged 18 to 65: 782 participants for the assessment of the severity of gambling addiction across different social groups, and 148 participants for the empirical evaluation of a rehabilitation program. The South Oaks Gambling Screen (SOGS) was used as the assessment tool. Research methods included quantitative analysis (descriptive statistics, t-test, ANOVA, multiple regression) and qualitative analysis (thematic analysis of semi-structured interviews in NVivo). The results highlighted the importance of considering social and demographic factors when studying gambling addiction. Men and middle-aged individuals (45–59 years) were found to be most vulnerable to gambling addiction, while women and elderly participants showed lower levels of addiction. Low income and below-average education were associated with higher levels of dependency. The rehabilitation program demonstrated high effectiveness.

Higher mathematics is a core component of STEM and engineering education; however, many students encounter difficulties in developing conceptual understanding and problem-solving skills. This study examines students’ use of artificial intelligence-based chatbots to support learning in higher mathematics within a personalized learning framework. The empirical basis of the study consists of a cross-sectional anonymous online survey conducted at Saken Seifullin Kazakh Agrotechnical University (Kazakhstan) (n = 154). The results of the descriptive analysis indicate that 72% of respondents reported an understanding of chatbot operating principles, 49% used chatbots “as needed,” and 7% reported very frequent use. The most common areas of chatbot application were the computation of derivatives and integrals (44%) and graph plotting (28%). Among the most frequently perceived benefits, respondents highlighted explanations of complex topics (45%) and rapid access to problem solutions (28%). At the same time, the main perceived limitations included insufficient accuracy of responses (42%) and difficulties in entering mathematical expressions (35%). Overall, the findings suggest that students primarily perceive chatbots as on-demand support tools for computational tasks and conceptual explanations, while concerns related to accuracy and usability remain significant barriers to their broader adoption in the educational process.

Abstract Chromium‐doped (1‐х)GdFeO 3 – хGdCrO 3 ( x = 0.2, 0.4, 0.5, 0.6, 0.8) perovskites were synthesized by high‐temperature solid‐state reaction and quantitatively correlated structure with photocatalytic performance. X‐ray diffraction confirmed single‐phase orthorhombic Pbnm solid solutions with lattice contraction upon Cr substitution and a deviation from Vegard's law at x = 0.6; octahedral distortion (d) and in‐plane strain (s) further showed an anomaly at x = 0.4. Under visible light (λ > 400 nm) with H 2 O 2 (photo‐Fenton conditions), Rhodamine B (RhB) degradation after 240 min spanned 32%–77% across the series, with the x = 0.6 composition giving the highest apparent rate constant k = (4.96 ± 0.09) × 10 −3 min −1 (vs (2.38 ± 0.09) × 10 −3 min −1 at x = 0.5 and (1.09 ± 0.05) × 10 −3 min −1 for the blank). Control tests showed negligible conversion without either light or H 2 O 2 , whereas combining both with GFCO ( x = 0.6) yielded 77% conversion in 240 min. Radical‐quenching identified the active species: AgNO 3 (e − ) and EDTA‐2Na (h + ) reduced degradation to 34% and 24%, while trapping •OH, •O 2 − and 1 O 2 by IPA, TEMPOL, and NaN 3 lowered it to 11%, 4%, and 9%, respectively, evidencing a •OH/•O 2 − / 1 O 2 ‐dominated pathway. The activity maximum at x = 0.6 correlates with the structural anomalies, indicating a defect‐assisted visible‐light photo‐Fenton mechanism and defining the optimal Cr loading for pollutant decomposition.

Developing academic writing skills at the school level remains an important but challenging aspect of language education, as it is difficult for many students to organize text, reason, and adhere to the conventions of academic style. Although academic writing is widely used in higher education institutions, there is a constant shortage of practical educational structures that meet the specific cognitive, linguistic, and developmental needs of high school students. This work aims to address this gap by providing a practical and educational framework for the development of academic writing skills in a school environment based on modern writing pedagogy and enhanced using a classroom learning approach. Academic writing has been formulated as a reflexive action based on a process that includes planning, design, feedback, revision, and metacognition. Learning is used not as an experimental method, but as a reflexive and general mechanism through which teachers jointly develop written assignments, monitor students’ writing processes, and refine learning strategies and assessment criteria. Special attention is paid to the initial stages of academic writing development in the ninth grade, when students begin to engage in analytical and reasoned genres. The article is based on recent international research to substantiate the educational solutions included in this framework and to show how cycles of reflective learning can improve the consistency of written instruction in a school environment. Rather than reporting empirical results, the study offers theoretically sound, experience-based methodological recommendations for teachers seeking to develop a culture of academic writing among students. By combining theory and classroom practice, the proposed framework contributes to the field of writing education and demonstrates the potential of teaching as a sustainable way to improve academic writing instruction in secondary schools.

In the era of digital transformation, the application of remote sensing (RS) data in geography education and its effective integration into the teaching and learning process has become one of the pressing educational challenges, particularly in fostering students’ spatial thinking competencies. The purpose of the study is to identify the possibilities of incorporating RS data into school geography, to develop an effective teaching methodology based on its application, and to test it in practice. The research employed a review of international publications, surveys, correlation and comparative statistical analysis, modeling, analysis of regulatory documents, and pedagogical experimentation. The survey involved 124 geography teachers from different regions of Kazakhstan, while the experimental study included 52 eleventh-grade students from one secondary school selected through random sampling (26 students in the experimental group and 26 students in the control group). The survey results revealed that 62% of teachers use satellite imagery during lessons; however, 69% of them utilize RS data primarily for visualization purposes. The results of the pedagogical experiment demonstrated that the average academic achievement of students in the experimental group increased by 18.2%, whereas the improvement in the control group was 3.6%. Furthermore, the use of RS data positively influenced students’ geospatial thinking, research skills, and analytical abilities. The study further established that the structural-content model of RS-based teaching materials developed as a result of the research can contribute to improving existing methodologies. The proposed model is designed to modernize school geography curricula, enhance teachers’ methodological capacity, improve students’ learning outcomes, and promote geospatial literacy. The findings of the study demonstrate that the systematic integration of RS data into school geography education can serve as a scientific and methodological foundation for modernizing educational content, fostering students’ contemporary scientific and technological competencies, and improving the overall quality of geographic education.

Leukopenia remains a major clinical challenge associated with infectious diseases, oncological therapies, autoimmune disorders, and metabolic and iatrogenic conditions. Insufficient leukopoiesis not only increases susceptibility to infections but also limits the intensity and continuity of anticancer and immunosuppressive treatments. Targeted stimulation of leukopoiesis therefore represents a critical therapeutic strategy in modern biomedicine. This narrative review summarizes pharmacological and biotechnological approaches to leukopoiesis stimulation based on an analysis of peer-reviewed literature from major biomedical databases. Emphasis was placed on molecular mechanisms of action, clinical positioning, and translational potential of leukopoiesis-modulating agents. Current leukopoiesis-stimulating strategies encompass cytokine-based therapies, bone marrow-derived peptides, thymic and microbial immunomodulators, nucleic acid-based agents, plant-derived compounds, and chemically synthesized small molecules. Classical colony-stimulating factors remain the cornerstone of clinical practice; however, their limitations, including adverse effects and restricted spectrum of action, have driven the development of alternative approaches. Emerging strategies increasingly target specific regulatory nodes of hematopoiesis, including bone marrow stromal interactions, transcription factor signaling, chemokine receptor pathways, and immune cell differentiation programs. Advances in the understanding of leukopoiesis regulation have expanded therapeutic opportunities beyond conventional growth factor administration. Pharmacological and biotechnological targeting of leukopoiesis holds promise for improving clinical outcomes in patients with leukopenia of diverse etiologies. Future progress in this field will depend on the integration of mechanistic insights with clinical evidence to enable more selective, effective, and safer leukopoiesis-stimulating therapies.

In recent years, Kazakhstan has undergone an active institutional transformation of the anti-corruption system, and the media is one of the important aspects in the formation of this culture.The purpose of the research is to analyze the influence of media on the formation of anti-corruption culture in Kazakhstan, where attention is paid to the consumption model, trust in sources of information, and how people interact with corruption-related content.The analysis is based on a population survey, covering all regions of Kazakhstan (N = 2685). Data was collected through a combination of face-to-face and online interviews. The survey assessed the frequency of consumption of media content, trust in public, independent, and digital media, views on media coverage of corruption, evaluative interaction with media, and anti-corruption policies. Descriptive statistics and correlation analysis were used to test the proposed theories. The results show that media content related to corruption is weakly and inconsistently linked to anti-corruption policies, indicating the limited influence of passive media consumption. The reliability of media sources has only a partial, context-dependent relationship with the perception of objectivity and effectiveness of the media. However, active interaction with media content through critical evaluation, checking information, and awareness of media influence is the strongest predictor of media effectiveness in shaping an anti-corruption culture. The results show that media influence manifests itself through reflexive and interpretative processes, rather than through simple familiarization or blind reliance on specific sources. The practical significance of the study is that anti-corruption reforms in Kazakhstan are focused on legal and institutional measures, and less attention is paid to the social and cultural impact of media on public opinion and ethical norms. This study fills in the gap, as well as examining how media use and audience engagement relate to perceptions of corruption and how effectively media promote anti-corruption values.

This empirical study examines the relationship between individual psychological differences and English language learning outcomes among university students. A sample of 80 students (mean age = 19.8 years, SD = 1.2) from a large urban university participated in this research. The study utilized standardized instruments including the Eysenck Personality Questionnaire (EPQ) to assess temperament, the Riding Cognitive Style Analysis to measure cognitive styles (verbal-imagery and wholist-analytic dimensions), and Cambridge English Placement Test to evaluate language proficiency. Results indicate significant correlations between extraversion and speaking performance (r = 0.42, p < 0.01), between imagery cognitive style and vocabulary acquisition (r = 0.38, p < 0.01), and between analytic style and grammar comprehension (r = 0.44, p < 0.01). Multiple regression analysis revealed that cognitive style dimensions predicted 31% of variance in overall English proficiency (R² = 0.31, p < 0.001). Based on these findings, we propose a framework for personalized language instruction that considers learner temperament and cognitive preferences. The study demonstrates that individual differences significantly impact language learning processes and outcomes, suggesting the need for differentiated pedagogical approaches in EFL contexts.

Engaging in drama activities to improve preschool children's emotional intelligence is crucial. A review of the literature regarding the teacher's role in utilizing technology for creative theater reveals a significant gap in research. This study aims to evaluate the teacher's role in implementing creative drama activities via technology to enhance the emotional intelligence of preschool children. This study employed a qualitative research method in its design. Preschool teachers participated in face-to-face interviews during the data collection phase of the research. The interviews were carried out individually in a calm environment suitable for the schools where the teachers are employed. The participant group in the research consisted of 50 teachers. Research data was collected using interviewing techniques. The study indicates that most preschool teachers regularly utilize role-playing games to enhance children's emotional intelligence, yet they rarely incorporate online creative drama exercises into their planning. Furthermore, a majority of preschool educators concurred that online creative theatre activities facilitated the development of emotional intelligence in children. The teacher has identified several benefits of online creative drama activities for the development of children's emotional intelligence, including the enhancement of empathy skills, self-awareness, social development, emotion regulation, social cohesion, technological proficiency, personal satisfaction, prevention of peer bullying, and observational skills.