Сравнительный анализ цифровой инфраструктуры на примере КазНПУ им. Абая и КГУТИ им. Ш. Есенова

The paper presents a comparative analysis of the effectiveness of the use of various learning technologies: digital, traditional, and blended learning in the educational process of a university. The authors show the results of research related to the analysis, development, and refinement of parameters, capabilities and implementation of digital technologies in the educational process. The analysis is carried out based on a set of surveys of students and teachers. A comparison of the impressions of the participants of the educational process and an analysis of its results during the transition from the classic model of the educational process to a blended (classic model with the use of digital educational technologies) anddistance learning is carried out. The results obtained were correlated with objective indicators — compliance with the academic schedule, average academic performance, and the level of residual knowledge. Significant advantages and disadvantages of the introduction of distance learning in the educational process were identified, on the part of both trainees and teachers. In conclusion, the authors summarize that the use of digital technologies makes it possible to create a learning environment around the student that forms professional digital innovative competencies.

Recently, higher education has undergone significant changes due to the use of digital technologies and innovations. The use of innovative platforms, hybrid models and online services cannot overcome the requirements of today. To solve these problems, the article proposes a hypothesis regarding the use of a digital twin of a teacher. The use of modeling, design and optimization of the pedagogical educational process based on a cyber-physical system built on mathematical modeling and synergy is suggested. The study presents the process of building cooperation between a teacher and a higher education student when creating a digital twin of the latter, which integrates a model of the subject area of knowledge for the educational process, takes into account the variable parameters of the education student and models the educational process based on the use of the latest artificial intelligence technologies. The proposed architecture includes Internet of Things (IoT) technologies, machine learning and big data analytics, which together reflect the digitalization of Industry 4.0 and support for the “live” learning process. The results of the study demonstrate the practical consequences of using artificial intelligence tools among students and teachers. The need to use significant computing and machine equipment to analyze the results of the implementation of a digital twin is emphasized. The results of a two-stage survey of higher education students and university teachers are presented. They indicate positive aspects, such as: work-life balance and flexibility of learning. At the same time, the disadvantages are obvious as psychological safety and ethics of data use. As a result, the authors concluded that the digital twin of a teacher is an individual, transparent, adaptive and motivational tool for improving the educational process. Its further implementation depends in the future on resolving issues related to the ethics of personal data and psychological support by creating a conference database, impartiality algorithms and a reliable methodological foundation for resolving potential conflicts.

The Covid-19 widespread has given a modern measurement where learning can still be carried out without understudies’ assembly their teaches face-to-face. However, an issue that need special attention is student’s engagement during online teaching and learning process. The objective of this review is to inspect online learning tools that have been used in various high-level institutions or even in schools. In addition, the purpose of this review is to give instructors some suggestions of online learning tools that can be applied to help students engage with their learning. The study also offers some definition term on online learning, online learning resources, platforms, and tools being applied by researchers in various fields that suits the online learning environment.

This study proposes the use of digital resources to improve reading comprehension in sixth-grade students. Through innovative strategies, the study seeks to enhance learning and motivation by adapting teaching to the current needs and educational context of the institution. The objective was to strengthen reading comprehension through the use of digital educational resources (RED) for sixth-grade children at the Gimnasio del Dagua Ethno-Educational Institution, promoting the development of critical and analytical skills through interactive and collaborative activities that integrate technology into the learning process. The methodology used a mixed research approach, combining quantitative and qualitative methods to address research questions in a more comprehensive and detailed manner. This approach will allow researchers to integrate numerical data with narratives. The results reflect the positive impact of the use of digital educational resources on students' reading comprehension. The analysis identified improvements in text interpretation, the development of critical skills, and motivation, demonstrating the effectiveness of the implemented strategy. The use of digital resources improved reading comprehension, increasing students' motivation and interaction. Progress was evident in text interpretation, with variations depending on the initial level

The rapid development of information and communication technology has changed the way students access information and learn, making digital libraries an important resource for digital literacy learning in primary schools. This research aims to explore the role of digital libraries in enhancing digital literacy learning of primary school students. The methods used included a literature study and a survey of students and teachers in several primary schools. The results showed that digital libraries not only provide easy access to various information sources, but also provide tools and platforms that support the development of students' critical, analytical and creative skills. In addition, the digital library serves as a collaborative space that encourages interaction between students and teachers and between students and other learning resources. The implications of this study highlight the importance of integrating digital libraries into the school curriculum to maximise the learning potential of digital literacy among primary school students. Thus, the utilisation of digital libraries is expected to improve the quality of education and digital literacy skills of students in today's information age.

This study examines how secondary school teachers have implemented educational reforms in China. To examine the implementation process, we conducted teacher, student, and parent surveys. Teachers and students surveys asked questions on how often a teaching or evaluation strategy was used in a given course. The survey concluded that teachers and parents liked the reform initiatives, although some teachers still struggle with the transition to the new reforms, most were able to make the necessary changes to include some student-centred lessons. However, students claimed that teacher-directed lessons still dominate most classrooms and tests, class work, homework, and exams are still the most common evaluation systems. The surveys also revealed that classroom management needs increased attention as a result of the reforms. The largest problem, however, lies with the examination systems, as there is currently little room for introducing activity-based learning. Parents and society need to change their mind-sets of valuing examination achievements.

This article reports on how design-based research methodology was used to guide a line of intervention research that developed, implemented, revised, and evaluated online learning science curricula for middle school students, including general education students and English language learners (primarily of Hispanic origin). The iterative, design-based research approach was carried out in two stages with multiple steps per stage: (a) stage 1, or informed exploration, identified and described the problem under investigation; and (b) stage 2, or enactment, redesigned previously developed online science units, implemented each unit in case studies, and completed a feasibility evaluation. The present paper focuses primarily on the second stage, demonstrating the process by which online science units were repeatedly refined with input from stakeholders, and then examined for their feasibility to implement, usefulness for helping teachers engage with students, and potential to effectively deepen science knowledge. Data were drawn from multiple sources, including teacher logs, student and teacher surveys, student notebooks, content assessments, and focus groups. Results indicate that the online science units were feasible to implement, usable, and helpful. The data-driven, design-based research methodology proved to be both practical and efficacious, and underscored the critical importance of involving all stakeholders in the process of curriculum creation and refinement. This work offers a model for the development of constructivist science instructional materials for English learners using online, multimedia technology.

This research article explores the importance of a pedagogical approach that promotes meaningful and constructive learning in the field of chemistry. It analyzes the teaching-learning process in vocational training, highlighting the need to integrate content that not only transmits theoretical knowledge, but also fosters practical skills and critical thinking in students. Theoretical references on developmental learning are fundamental to understanding how students can construct their knowledge through meaningful experiences. The article examines various educational theories that support this approach, underlining the relevance of active methodologies that involve students in their own learning process. To evaluate the effectiveness of these teaching strategies, research methods such as classroom observations, surveys of students and teachers, pedagogical tests and analysis of curricular documents are used. These methods provide a comprehensive view of the impact of the strategies implemented on chemistry learning. The results indicate that the application of developmental learning improves not only academic performance, but also students' motivation and interest in the subject. The article concludes with recommendations for the implementation of pedagogical practices that strengthen active and contextualized learning in technical and vocational education, contributing to the training of competent and critical professionals.

Introduction: The digital era has brought technological resources that have been incorporated into medical education, something that became evident during the COVID-19 pandemic. Currently, digital tools are used to make classes more engaging, but it is necessary to understand the limitations of this teaching format. Objective: The aim of this study was to assess how technological resources are used in medical learning and what their advantages and disadvantages are. Methods: A systematic literature review was conducted using the PubMed database. The search strategy was: ("digital resources" OR "e-learning" OR "online learning tools") AND ("learning" OR "education" OR "training") AND ("medical education" OR "healthcare training") AND ("impact" OR "effectiveness"). Inclusion criteria comprised review articles published between 2013 and 2025 in English, excluding incomplete or duplicate texts. Results: A total of 536 articles were initially identified. After applying the inclusion and exclusion criteria and reviewing titles and abstracts, 20 articles were selected. Conclusion: Blended learning (which combines features of traditional teaching with digital tools) has a positive impact on knowledge acquisition, especially due to the possibility of reviewing materials and adapting study time, as well as making in-person teaching more focused on practical skills. Anatomy and ultrasound techniques showed positive outcomes when digital resources were used, particularly when access to in-person training was limited. However, disadvantages include the high cost of media materials and students who may not adapt well to digital tools. Therefore, the success of technology in learning depends on a pedagogical design that prioritizes students’ expectations and aligns with the practical and theoretical demands of medical training.

Aim. The aim of this study is to analyse how personal names are transcribed in the written works of Latvian as foreign language learners, as well as the most typical mistakes when transcribing personal names in other languages, the attitude of students towards the Latvianisation of their personal names, and the experience of Latvian language teachers in teaching the principles of transcribing personal names. Methods. The study uses the corpus analysis method, as well as a survey of students and survey of teachers who teach Latvian as a foreign language. The article includes error analysis of the personal name transcription established in the corpus and the analysis of the survey results. Results and conclusion. It was found out that students mostly know how to transcribe their names in Latvian; less frequently do they know how their surname should be transcribed. Their attitude towards Latvianisation of personal names is various: positive, negative or neutral. Latvian as a foreign language teachers emphasize the principle of transcription of foreign personal names and the need to provide its justification in the study process. It was concluded that further Latvian language acquisition process needs to be focused more on the problems with transcription of foreign personal names. Originality. This study highlights the aspect which is little researched in the applied linguistics – the issued linked to transcription of foreign personal names in the process of learning the Latvian language. The novelty is related to the use of a new resource (error-tagged learner corpus) data.

The article reveals that the preparation of future teachers of physical culture for professional work should be carried out not only on the general cultural, psychological-pedagogical, and methodological levels, but include other types of preparation, including the physical, technical, athletic, etc., using the various modalities: classroom, extracurricular, independent. Monitoring of the readiness of future teachers of physical culture to physical education and sports work in secondary schools based on the analysis of programs of professional disciplines and diagnostics of a condition of their training. The absence of the unified science-based system of formation of professional physical culture and sports knowledge and skills, which should equip the future teacher of physical culture.To identify the status of sports activity in secondary schools, where the future teachers of physical culture have to work, a survey of students was conducted in order to establish their level of physical activity and health, the knowledge of ways of preserving and promoting health, the forms of sports activity. There was found, that the work of teachers of physical education concerning the training of adolescents to use the exercise of sport character, as well as to create a positive focus on physical culture and sports classes in their free time, is not enough. The survey of teachers was conducted to identify the problems of physical culture and sports work; preparedness and holding of mass sports events. It is established that the reasons that constrain the use of physical-sports work in the educational process of secondary schools, on our opinion, are the economic, organizational and motivational. The article highlights the lack of a single scientifically well-founded system of formation of professional physical culture and sports knowledge and skills, which should equip the future teacher of physical culture. The appropriate reasons are described in the article. The diagnostics of training of future teachers of physical culture to physical education and sports work in secondary schools, which showed a lack of willingness of teachers of physical education to this activity, ignorance of its functions in the field of physical and sports activities, a lack of methodical and practical readiness to the organization and conduction of physical culture and sports work with students and the others.

The article reveals one of the acute aspects of higher education – the use of modern digital technologies. The article describes the possibilities of modern service programs used in the learning process, methods of presentation of educational material and knowledge control. The interpenetration of the content of different academic disciplines as a factor of creating a unified educational space through modern digital technologies is analyzed in the article. The use of modern digital technologies is considered as a factor of successful mastering of educational material. The authors come to the conclusion that the productive use of digital technologies, the involving students in an independent search, the selection of information forms students' competencies that meet modern requirements. Using test system developed at MPEI for grammar assignments is presented in the article.

In the process of distance education, the main role is given to digitalization, which essentially changes the methodology and algorithm in the learning process. This is especially true in the higher education system, where online courses, trainings and other innovative teaching methods are common in the practice of training. In modern conditions of obtaining knowledge and training specialists, innova- tive approaches to achieving digital literacy, mastering the key competencies of the digital economy are required.  The purpose of the research in the scientific article proposed by the authors is to analyze current trends in the use of digital technologies in the system of distance education (DO); based on the study of foreign and domestic experience, to identify the pros and cons in the field of distance learning in the context of the transition to digital format. The programs and projects implemented by state bodies in the field of distance education are fo- cused on the transformation of the entire technological process of education and training. All this comes down to the training of highly qualified specialists of the innovative formation that meet the new require- ments of the digital economy. The article also notes the negative consequences of the current trend involving the distance educa- tion system. Thus, modern society will have to cope with such problems as the need to address the issues of adapting the educational system to the digital environment, the reduction of traditional employment markets instead of other areas of training, which is accompanied by the presence of ethical aspects of the use of digital technologies, the vulnerability of human rights in the digital space, the growth of cy- bercrime, and others. In response to these challenges, the tasks of organizational and legal regulation of the education system, which has switched to the distance learning mode, come to the fore. To identify problems and recommendations, a sociological survey was conducted among respondents studying in this mode be- fore, as well as the opinions of experts dealing with the optimization of the educational process in the context of the use of digital technologies were systematized. Key words: on-line education, digitalization, RK, distance learning (DL), mass open online courses( MOOCs), digital technologies of educational programs, digital literacy, information security, graduates, information and communication technologies (ICT).

COVID-19 has profoundly disrupted national education systems, affecting the future well-being of school-age children. Bacher-Hicks and colleagues showed that the intensity of the search for online learning resources in the United States doubled with respect to pre-COVID-19 levels. However, areas of the country with higher incomes, better internet access, and fewer rural schools experienced significantly greater increases in search intensity. Using a similar method to study the case of Spain, we analyze the evolution of search intensity for a selection of digital educational resources over the period 2015 to 2021. Special attention is paid to the period of COVID-19 pandemic, namely, March 2020 to June 2021. The findings include a widespread rise in the use of digital resources with respect to the use in the last 5 years, which varies by digital educational resource and region. However, the use of digital resources in Spain does not seem to vary according to family income, at least in relation to open access digital educational resources. In addition, there appears to be a steady decline in search intensity for digital educational resources and a certain degree of substitutability following the surge due to the pandemic and the school closures.

The article examines the experience of using modern digital technologies to control and accurately assess the quality of students ' knowledge and skills. It is shown how digital technologies allow us to quickly implement high-quality pedagogical control and objectively assess with high accuracy the level of the student's knowledge, allowing us to conduct testing more efficiently and quickly, as they are able to automate the process of creating tests, evaluating them and reporting results. In addition, the positive side of the systematic control of knowledge based on the use of digital technologies is its objectivity, based on the realization of the possibilities of their informative functions, since they do not allow the teacher to influence the test results, and also allow to establish the accuracy of the answer. When performing this type of control, conditions are created under which the student is not afraid of the control procedure and does not try to invent new ways to increase the grade. Digital technologies allow the teacher to create individual training programs, which makes it possible to adjust testing to the needs of each student and create a personalized approach to the educational process. The teacher has the opportunity to objectively assess the real level of students' knowledge and their compliance with the declared competencies. Digital tests can be taken at any time and from any place, making the testing process convenient and accessible for students. The use of digital technologies to monitor knowledge can be motivating for students, as it allows them to participate more actively in the learning process and increase their achievements.
 The text of the article briefly describes the need for digital technologies in education, types and applications of control and diagnostic systems and online services, justified expediency and advantages of digital testing technologies, as well as examples of modern services and programs for creating tests. It is also noted that digital technologies make it possible to save test results and obtain statistics on student answers, which allows for a more objective analysis of the level of knowledge. The use of digital technologies also makes it possible to increase the efficiency of knowledge control and reduce time spent on preparing tests and evaluating results.