Ahmet Yesevi University

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.

A compelling body of evidence links pesticide exposure to human diseases. The liver plays a central role in the detoxification of pesticides, suggesting intense pesticide-liver cell interactions. A growing body of studies highlighted in this review supports the contribution of pesticides of various chemical classes to the development of non-alcoholic fatty liver disease (NAFLD), alcohol-associated liver disease (ALD), liver cirrhosis, viral hepatitis, hepatocellular carcinoma, etc., via disrupting lipid and carbohydrate metabolism and redox homeostasis, promoting endoplasmic reticulum stress and mitochondrial dysfunction, as well as stimulating apoptosis, fibrosis, and inflammation. In this review, we systematically illustrated an underappreciated mechanism of pesticide-induced overall and hepatic toxicity, i.e., the ability to induce non-apoptotic regulated cell death (RCD) pathways such as ferroptosis, necroptosis, and pyroptosis. Our analysis indicates that pesticides are implicated in driving liver diseases by inducing ferroptosis, necroptosis, and pyroptosis. Non-apoptotic RCDs mediate pesticide-induced liver steatosis and fibrosis. Furthermore, these cell death modalities fuel inflammation through the promotion of pro-inflammatory cytokine production and the generation of damage-associated molecular patterns. Understanding of deeper mechanisms of pesticide-induced effects on the non-apoptotic cell death machinery and subsequent immunogenic effects in liver pathology might help develop novel preventive strategies to reduce liver damage.

The purpose of this study is to identify the rating behaviors of raters involved in the music special talent admission examination. The study group consists of two subgroups: candidates and raters. The candidate group comprises 114 individuals who took the special talent entrance examination for admission to the music education department of a public university, while the rater group consists of five raters who evaluated the candidates’ performances. A fully crossed design was employed, and the data were analyzed using the Many-Facet Rasch Model. Within this framework, several rater behaviors were examined, including severity, leniency, central tendency, halo effect, rater × candidate bias, and rater × candidate gender bias. The findings indicated that, at the group level, halo effect, rater × candidate bias, and rater × candidate gender bias were not present; however, severity, leniency, and central tendency behaviors did emerge. At the individual level, one rater exhibited severity, all raters demonstrated central tendency, and one rater showed a halo effect. Additionally, rater × candidate bias was observed in four raters, whereas none of the raters displayed rater × candidate gender bias. Based on the findings obtained, it is recommended that raters receive rater training.

ABSTRACT In this paper, initial‐boundary value problems for a nonlocal analogue of a degenerate parabolic equation are considered. The authors study the inverse problems where it is necessary to determine not only a solution to the equation, but also a function in its right‐hand side. In the framework of this research theorems on the existence and uniqueness of solutions to these problems are proved.

<p><span>Biology teachers are required to use digital technologies in their teaching practice. The issue is that biology students do not receive sufficient training or have access to enough resources to use digital technologies effectively in their studies. The solution to this problem is to develop and implement an effective strategy for enhancing the digital competence of biology teachers. This strategy involves a comprehensive approach that includes pre-test/post-test assessments and targeted training sessions focused on improving digital literacy, communication, and digital content creation. The study employed quantitative research methods, including questionnaires and interviews with students. A total of 100 pre-service biology teachers were recruited from different teacher education universities in Kazakhstan. The results show that the use of innovative teaching practices can enhance the level of digital competence of pre-service biology teachers. The students demonstrated significant improvement across five dimensions of digital competency: information and digital literacy, communication and collaboration, digital content creation, safety, and problem solving. Barriers related to the inclusion of digital technologies into teaching included the inadequate training of teachers, lack of experience, lack of resources, lack of time, and no internet access. The present findings can be used to develop new education programs for teachers and improve the effectiveness of the existing ones.</span></p>

This article examines in detail the need to use modern automated technologies in the admission of applicants to the educational program «Physical Culture and Sports». In the course of the research, a comparative analysis of the process of taking creative exams in domestic and foreign universities was carried out. The purpose of the study is to improve the standards for taking creative exams in the educational program "Physical Culture and Sports". Research objectives: analysis of the system of admission of creative exams abroad; analysis of the rules of admission of creative exams in the Republic of Kazakhstan; to scientifically substantiate the advantages of automation of creative exams and the effectiveness of innovative technologies. The results of the analysis of the current rules for taking the creative exam in the educational program «Physical Culture and Sports» in universities of the Republic of Kazakhstan showed that the influence of the human factor prevails in the accounting of the points scored by the applicant, which is the reason for the increase in complaints from applicants and parents. During the study period, a survey was conducted of 1,478 students enrolled in the 1st year in the 2025-2026 academic year under the educational program "Physical Culture and Sport" in higher educational institutions of the Southern region of the Republic of Kazakhstan in the cities of Kyzylorda, Turkestan, Shymkent and Taraz. Based on the survey, the main goal of students choosing this specialty was determined. In addition, a modern automated system for taking creative exams in universities of the Republic of Turkey has been studied. As a result of the research, the advantages of introducing modern technologies and automating the process of taking creative exams have been proven.

Since its launch in November 2022, Chat-Generative Pre-trained Transformer, i.e., ChatGPT, as an advanced artificial intelligence-powered chatbot simulating human interaction and offering tailored feedback, has provoked mixed feelings in education. To promote its potential pedagogical relevance, its role from the perspectives of English language teachers needs to be explored further. Thus, the current study aims to investigate teachers’ behavior patterns, perceptions, and suggestions about the role of ChatGPT in developing teacher professionalism. Accordingly, a case study was carried out involving 11 graduate students pursuing a degree in English Language Teaching (ELT). While two participants had recently completed their pre-service teacher training and were not actively teaching at the time of the study, the remaining participants were in-service English language teachers employed in diverse educational contexts, including public schools and higher education institutions. A self-administered written survey with ten items was utilized to gather the qualitative data, which was analyzed through manual thematic content analysis. The participants’ self-reports illustrated varied instrumental genesis of ChatGPT that requires teachers to be active users rather than passive recipients. Still, they remained conscious of the numerous inherent challenges, limitations, and ethical concerns raised in existing research, in light of which the participants offered suggestions to mitigate those challenges. The study concludes by suggesting AI-empowered teacher professional development that emphasizes teacher agency rather than positioning teachers as mere recipients of ChatGPT outcomes.

Inflammatory bowel disease is a chronic condition characterized by immune mediated inflammation and primarily includes Crohn's disease and ulcerative colitis. There is an increase rate of incidence of the disease in Kazakhstan. Therefore, it is important to determine the prevalence of the condition in to improve diagnosis and the treatment for the local population. They current manuscript is a systematic review of the literature that focuses on IBD from Kazakhstan with a focus on prevalence, risk factors including genetic predisposition, disease mechanism, diagnosis and treatment. The prevalence of IBD is higher in urban regions, and more prevalent in individuals under the age of 40 years. Genetic studies reported that familial IBD is quite rare in Kazakhstan, suggesting an environmental cause rather than a genetic reason that is driving the increase of prevalence. There are IBD-associated variants linked to immune function and inflammation pathways that may serve as noninvasive biomarkers for disease diagnosis and severity. However, the mechanisms of disease development and drug response may differ across different populations, therefore, there might be a need implement genetic testing to improve therapy and disease management in Kazakhstan.

Abstract As an outlet in the field of multilingual studies, Sustainable Multilingualism (ISSN: 2335-2019; eISSN: 2335-2027) has contributed significantly to research on language diversity, education, and policy. Since its establishment in 2012, the journal has provided a platform for scholarship that addresses the complex dynamics of multilingualism in both local and global contexts. This bibliometric study examines the first 25 volumes of Sustainable Multilingualism (2012–2024) to evaluate its thematic evolution, authorship patterns, institutional and geographic reach, and citation performance. The corpus comprises 249 peer-reviewed research articles, which were analyzed using manual coding and bibliometric tools, including Excel and VOSviewer. The findings reveal that annual article output stabilized at ten per issue after 2016, reflecting consistent editorial capacity. Thematically, early volumes focused on identity, language policy, and rights, while more recent issues highlight digital multilingualism, English as a Medium of Instruction (EMI), and artificial intelligence in education. Lithuania, Türkiye, Latvia, Spain, and Poland emerge as leading contributors, with author affiliations spanning more than 40 countries. However, contributions remain unevenly distributed, with a strong European concentration and limited or no participation from the Middle East (excluding Türkiye and Iran), Oceania, Southeast Asia, South Asia, East Asia, Africa, South America, the Caribbean, and Central Asia. Citation metrics demonstrate a modest but growing impact: the journal’s CiteScore increased to 0.9 in 2024, its SCImago Journal Rank (SJR) rose to 0.211, and its h5-index reached 10, reflecting a steady integration into global scholarly discourse. Frequently cited and downloaded articles highlight the journal’s impact on multilingual education, migration studies, and research on endangered languages. The study concludes that while Sustainable Multilingualism has achieved international visibility and sustained scholarly contributions, expanding representation to include underrepresented regions would enhance diversity and further increase global engagement. Building on the findings, some recommendations are also included to guide the journal’s editorial strategy and future growth.

The use of digital technologies in education has been on the rise in recent years. This study examines the impact of virtual laboratories on student performance and motivation in chemistry classes. The study participants were students from several educational institutions in Kazakhstan who were randomly assigned to use either virtual laboratories or traditional learning methods. Data were collected through tests and self-report measures of motivation and mental well-being. Following the intervention, the mean knowledge score of the intervention group was 78.1 ± 5.8, and it was 64.3 ± 5.9 in the control group. The intervention group resulted in significant improvements from the scores of 4.2 and 3.1 in intrinsic motivation and amotivation to the scores of 6.3 and 2.1, respectively. The present findings can be used by chemistry teachers and educational institutions when integrating virtual laboratories into chemistry education as a means of improving student performance and motivation.