Kokshetau State University

The development of research competencies has become an essential component of teacher education worldwide, including English Language Teaching (ELT) departments. While the ‘Research in Education’ course has been compulsory in ELT curricula of universities in Türkiye since the 2006–2007 academic year, it is still available; our 2024–2025 scan of ELT syllabi in Kazakhstan indicates that the course is still not compulsory in many ELT departments in Kazakhstan. Despite growing recognition that effective teaching and reflective inquiry are interconnected, the absence of a structured Research in Education course in Kazakhstani institutions raises critical questions about the research literacy of future English language teachers. The current study is qualitative and aims to contribute to curriculum innovation by offering evidence-based recommendations for integrating the Research in Education course into the ELT curriculum in Kazakhstan and suggesting appropriate syllabus content. Through document analysis of publicly available online syllabi from 58 state universities in Türkiye, the authors identified and systematised approximately 324 course topics from 45 accessible syllabi. These topics were thematically grouped and refined into 23 main content areas, including Introduction to Research. Less frequently addressed areas were: the Purpose and Importance of Research. By mapping the current content trends in Turkish ELT departments, this study proposes a model syllabus adaptable to the Kazakhstani context. Recommendations are provided to harmonize ELT curricula in Kazakhstan with international standards by embedding structured research components that foster analytical thinking, academic writing skills, and evidence-informed practice. The findings can serve as a resource for curriculum developers and faculty members seeking to enhance the research literacy of future English language teachers in Kazakhstan. The purpose of the article is to justify the inclusion of the course “ Research in Education ” in Kazakhstan’s ELT curricula and to propose a content model based on the analysis of Turkish university programs.

Floods increasingly threaten semiarid regions, yet their long-term soil ecological impacts remain underdocumented. This study quantifies the hydrologic change and flood-induced soil transformation on the Zhabay River floodplain (Akmola, Kazakhstan) using integrated field, laboratory, and remote sensing data. Gauge records (2012–2024) were analyzed; inundation was mapped from a 0.30 m DEM (Digital Elevation Model) merging SRTM (Shuttle Radar Topography Mission), Landsat 8/Sentinel 2, and UAV (Unmanned Aerial Vehicle) photogrammetry (NDWI (Normalized Difference Water Index) > 0.28) and validated with 54 in situ depths (MAE (Mean Absolute Error) 0.17 m). Soil samples collected before and after floods were analyzed for texture, bulk density, pH, Eh, macronutrients, and heavy metals. Annual maxima increased by 0.08 m yr−1, while extreme floods became more frequent. Thresholds of ≥0.5 m depth and >7 days duration marked compaction onset, whereas >1 m and ≥12 days produced maximum organic carbon loss and Zn/Ni enrichment. The combination of high-resolution DEMs, ROC (Receiver Operating Characteristic) analysis, and soil microbial monitoring provides new operational indicators of soil degradation for Central Asian steppe floodplains. Findings contribute to SDG 13 (Climate Action) and SDG 15 (Life on Land) by linking flood resilience assessment with sustainable land-use planning.

This study aimed to assess students' perceptions of flipped learning environments after they participated in inverted computer courses. A mixed-method approach was used for the research. The sample included 197 ninth-grade students from two high schools in Almaty, Kazakhstan. In the study, the students were given computer education that was turned upside down. The research data were collected with the “flipped learning student engagement scale” (FLSES) and student interview form applied after the education was given to the students. The data collection tools used in the study were developed by the researchers. The independent samples t-test was used in the analysis of bivariate data, and one-way analysis of variance (ANOVA) was used in the analysis of data with more than two variables. It was deemed appropriate to use the content analysis method in the analysis of the qualitative data of the research. The results obtained from the study reveal that students' scores on the reverse learning student engagement scale were higher after the flipped computer training. The majority of the students who joined the research stated that they preferred flipped learning environments to traditional learning environments in the computer course. While providing the opportunity to reinforce the subject was shown as the advantage of the flipped learning environment, most of the students said that they did not recognize any disadvantages of the flipped learning environment.

In the current context of the international climate agenda, understanding both the sources of greenhouse gas (GHG) emissions and the mechanisms for their mitigation is a fundamental requirement for low-carbon development strategies. Kazakhstan has pledged to reduce its GHG emissions by 15–25% by 2030, relative to 1990 levels, and to achieve carbon neutrality by 2060. However, there is no unified methodology for comprehensively assessing the national carbon balance, particularly at the regional scale. This study addresses this gap by analyzing GHG emissions and carbon sequestration capacities across Kazakhstan’s regions using a sectoral disaggregation approach and scenario-based modeling aligned with IPCC methods. Emission hotspots were identified in the energy sector (328 MtCO2-eq), agriculture (118 MtCO2-eq—primarily from pasturelands), and transport (7 MtCO2-eq). In contrast, current carbon sinks—mainly forest ecosystems and abandoned pasturelands—account for only 3.97 and 13.9 MtCO2-eq, respectively. The research evaluates the technical potential for emissions reduction through the best available technologies (BAT), livestock management, partial transition to gas-powered vehicles, and reforestation. A geoengineering scenario combining all measures suggests that Kazakhstan could meet its 2030 climate targets, although full carbon neutrality by 2060 would remain out of reach under current policy trajectories. The Akmola region is examined as a representative case study, demonstrating a possible 35% reduction in net emissions by 2035. This work contributes a regionally nuanced, data-driven framework for integrating ecosystem services into national climate policy and identifies nature-based solutions—especially forest management—as essential components of Kazakhstan’s decarbonization pathway, offering insights for other carbon-intensive economies.

BackgroundLiver cancer is the third-deadliest cancer globally, significantly affecting the Asian population, which accounts for 70% of cases. Despite these numbers, the burden of liver cancer in Central Asia, including Kazakhstan, remains underexplored. This paper reviews the epidemiology of liver cancer in Kazakhstan by analyzing large-scale administrative data from the national registry.MethodsThe study cohort included 10,455 patients diagnosed with liver neoplasms (C22.0-C22.9, D13.4) from 2014 to 2023, using the International Classification of Diseases, 10th Revision (ICD-10). Age-standardized incidence, mortality, and prevalence rates per 100,000 population were calculated. Cox regression analysis estimated hazard ratios across social-demographic and medical predictors.ResultsOver the decade, age-standardized incidence rates decreased from 5.55 to 5.40 per 100,000, while mortality rates rose from 3.75 to 4.75 per 100,000. A downward trend appeared between 2017–2019 but gradually reversed post-2020. Prevalence rates steadily increased from 1.30 to 7.32 per 100,000. The cohort’s mean age was 63.2 ± 0.1 years, with most cases diagnosed as stage III hepatocellular carcinoma. West Kazakhstan, East Kazakhstan, and Pavlodar were the most burdened regions. Liver cirrhosis history predicted worse survival (Hazard Ratio, HR = 1.14; 95% CI 1.06–1.22), while primary hypertension showed a protective effect (HR = 0.82; 95% CI 0.78–0.86).ConclusionsLiver cancer morbidity and mortality rates have risen in Kazakhstan over the past decade, with a slight decrease during the early COVID-19 pandemic. Patients are mostly diagnosed with stage III hepatocellular carcinoma. West Kazakhstan, East Kazakhstan, and Pavlodar are the most affected regions, requiring better management of high-risk groups. Poor survival was linked to liver cirrhosis. Further research on the role of rising metabolic liver diseases and treatment options in Kazakhstan is needed to better predict liver cancer prognosis.

This study aims to examine the integration of the intercultural citizenship (IC) component into the training of pre-service English teachers in Kazakhstan, where the growing role of English as a global communication tool demands an educational approach that extends beyond language proficiency. This study focuses on how foreign language education can foster intercultural citizenship within Kazakhstan’s multicultural and multilingual context. Using a mixed-methods design, the research involved a pre- and post-test comparison between two groups of third-year university students: one exposed to an IC-focused curriculum and the other following a traditional language program. Data were collected through quantitative questionnaires assessing intercultural citizenship and qualitative open-ended responses. The study findings suggest that the integration of the IC component into foreign language education can enhance students’ intercultural awareness and motivation to engage in cross-cultural interaction. The findings offer practical insights for curriculum development and highlight the importance of preparing future educators for participation at both local and global levels.

This article presents an ecological assessment of air and soil pollution in the North Kazakhstan region caused by heavy metals. Modern analytical methods, including mapping, statistical data processing, and comparative analysis, were applied to evaluate contamination levels and their environmental impact. The study provides graphical and tabular data on pollutant concentrations, spatial distribution, and potential health risks for the local population.Environmental pollution by heavy metals is a pressing issue due to their persistence, bioaccumulation potential, and toxic effects on ecosystems and human health. The North Kazakhstan region is influenced by various anthropogenic factors, including industrial emissions, agricultural practices, and vehicular traffic, which contribute to atmospheric and soil contamination. Heavy metals such as lead (Pb), cadmium (Cd), zinc (Zn), nickel (Ni), and mercury (Hg) are released into the environment through industrial activities, transportation exhaust, and the application of agrochemicals. These pollutants settle into the soil, posing long-term risks to agricultural productivity, groundwater quality, and biodiversity.The research methodology involves field sampling, laboratory analysis, and geospatial assessment using GIS technologies to visualize contamination hotspots. Concentrations of heavy metals in air and soil were compared against national and international environmental safety standards to determine the extent of pollution. The study also assesses the ecological risks associated with metal contamination, focusing on their potential impact on human health. Chronic exposure to heavy metals can lead to serious health issues, including respiratory disorders, neurological impairments, and carcinogenic effects.The findings highlight the most affected areas and suggest measures to mitigate pollution, such as improved emission controls, sustainable land-use practices, and stricter environmental regulations. The study contributes to developing a framework for long-term monitoring and pollution management strategies to ensure ecological safety in the region.

This paper explores the archetype of “home” as a sacred ethno-cultural symbol deeply embedded in the Kazakh worldview. It examines how the concept of “home” and its contrasting notion “homelessness” function in contemporary Kazakh literature, reflecting broader cultural, historical, and psychological meanings. The archetype “home” is interpreted through interconnected ideas such as “mother,” “family,” “native land,” and “light,” while “homelessness” symbolizes loss, displacement, and identity crisis. Drawing from comparative literary analysis, the study situates Kazakh representations alongside global literary traditions, uncovering both universal patterns and culturally specific distinctions. It is argued that the nomadic past of the Kazakh people, along with their mythology and oral tradition, imbues the “home” archetype with meanings that differ significantly from settled, Western interpretations. These culturally embedded meanings are revealed through symbolic landscapes, character trajectories, and narrative structures in Kazakh fiction. The paper shows how contemporary authors reinterpret ancient symbols to articulate modern experiences of belonging, alienation, and cultural continuity. By emphasizing the spiritual and existential dimensions of “home,” this study contributes to a deeper understanding of how literature reflects national identity and memory. Ultimately, the research enriches the field of cross-cultural literary studies by demonstrating how archetypes acquire diverse meanings in different cultural-historical contexts.

The study examines the challenges of fostering communicative competencies among preschool-aged children through play-based pedagogical approaches, addressing the need for systematic approaches to developing communication skills in early childhood education. Methodology and Methods. The research employs comprehensive theoretical analysis of fundamental characteristics underlying communicative skills, drawing upon seminal contributions from distinguished scholars including L.S. Vygotsky, A.V. Zaporozhets, M.I. Lisina, T.A. Repina, E.V. Subbotsky, S.G. Yakobson, and other prominent figures in developmental psychology and educational theory. A systematic taxonomy approach was utilized to categorize communicative competencies. Results. The investigation provides conceptual clarification of communication skills and presents a systematic taxonomy encompassing three primary dimensions: informational-communicative, regulatory-communicative, and affective-communicative competencies. Contemporary gaming methodologies demonstrating significant potential for advancing communicative skill acquisition were delineated. Evaluative criteria encompassing cognitive, motivational, and behavioral dimensions were established, with three developmental proficiency levels identified: emergent, developing, and advanced. A comprehensive diagnostic protocol for assessing communicative skill development in preschool populations was developed. Scientific novelty. The research elucidates scientific and theoretical frameworks underlying communicative skill development in preschool children, conceptualizing play-based activities as efficacious pedagogical instruments that facilitate acquisition of effective interpersonal interaction strategies and enhance comprehensive language development. Practical significance. Evidence-based methodological guidelines for educators were formulated to enhance communicative competency levels of young learners, providing practical tools for implementing play-based approaches in preschool educational settings.

The study examines project-based learning as a tool for integrating innovations and traditions in teacher training, addressing the need for more effective approaches to preparing future educators who can balance innovative methodologies with traditional pedagogical values and cultural heritage preservation. Methodology and Methods. The research employed literary analysis and empirical methods including survey and pedagogical experiment to determine the possibility of using an active model of project-based learning in teacher preparation, using elementary education as an example. A comparative analysis was conducted between experimental and control groups to evaluate the effectiveness of the proposed approach. Results. The study revealed that the current level of development of project-based learning in pedagogical universities is low, indicating a need for its enhancement. Seven integration-focused projects were tested in practice: cultural heritage in the classroom, innovative technologies in teaching, environmental education through traditions, grandparents’ stories, creative workshop, from traditions to innovations, and virtual tours of historical places. The effectiveness of the model was confirmed through comparative analysis, which demonstrated positive impact on students’ knowledge and skills levels in the experimental group. Scientific novelty. The research establishes a theoretical framework for integrating innovations and traditions through project-based learning in teacher education, providing a systematic approach to teaching future educators how to incorporate innovative approaches into traditional teaching while maintaining respect for cultural heritage. Practical significance. The developed model and tested projects provide practical tools for pedagogical universities to enhance teacher preparation programs, enabling future teachers to effectively integrate innovative methodologies with traditional values in their professional practice and improve the quality of elementary education.