The article is a review of the studies of subjective well-being in the context of Kazakhstan. The problem of defining “subjective well-being” in the terminology of Kazakhstan. The article examines existing works in this area, including studies devoted to the subjective well-being of students. Students are an important social resource and in the country special attention is paid to the difficult period of socialization of young people and the need to create conditions for psychological well-being, which is an important factor in ensuring a favorable environment for self-realization of students - as an investment in the future of the country. The influence of monetization as the implementation of personal and individual resources by students on the level of their subjective well-being is studied.

This article examines the theoretical underpinnings of mental illness stigma within Central Asian societies, with particular focus on Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. Drawing upon social identity theory, cultural psychology, and post-Soviet transition frameworks, we explore how historical legacies, cultural beliefs, and socioeconomic factors contribute to the stigmatization of mental health disorders in the region. The article argues that mental illness stigma in Central Asia operates across multiple levels – structural, social, and internalized—and is deeply embedded within collectivist cultural frameworks that emphasize family honor and community judgment. We propose a comprehensive theoretical model that integrates Soviet psychiatric legacies with traditional belief systems and contemporary socioeconomic pressures. This model provides a foundation for understanding stigma reduction interventions and clinical approaches that may prove effective in Central Asian contexts.

This study investigates the correlation between life strategy and career choice among high school students. The objective is to identify the relationship between temperament parameters (according to V.M. Rusalov’s QFDPI methodology), personality traits (Big Five), and professional type (according to J. Holland) on the one hand, and future career choice on the other. The study involved 68 tenth-grade students. The following methods were used to collect data: the Big Five Questionnaire (adapted by A.B. Khromov), V.M. Rusalov’s questionnaire of formal-dynamic properties of individuality (QFDPI), and J. Holland’s test of professional personality type. The obtained data were subjected to correlational analysis to identify relationships between the studied variables. The results of the study showed that the formation of a professional personality type in tenth-grade students is closely related to the features of their life strategy. A combination of such characteristics as energy, extraversion, and openness to experience is typical of people with an active life strategy and is often associated with choosing professions that require initiative and leadership qualities. At the same time, conscientiousness and low levels of neuroticism contribute to the formation of more long-term and realistic life plans, which can be reflected in career choice and career building. By linking the research results to the concept of life strategy, we obtain a more holistic understanding of how individual personality traits influence professional choice and life path in general. This allows for more effective psychological assistance to adolescents in the process of career self-determination.

This article discusses the process of developing a knowledge base to support adaptive learning based on pedagogical diagnostics. Adaptive learning is becoming an important tool for a personalized approach in education, allowing the educational process to be dynamically changed depending on the individual characteristics of students. Particular attention is paid to the role of pedagogical diagnostics in identifying the strengths and weaknesses of students, as well as in the formation of individualized learning trajectories. The article analyzes existing methods and approaches that use artificial intelligence, expert systems and analytical tools to automate the processing and interpretation of diagnostic data. A conceptual model of a knowledge base is provided, which can significantly improve the efficiency of the educational process, providing more accurate diagnostics and optimization of educational strategies.

This article is dedicated to the analysis and implementation of innovative teaching methods in economic theory aimed at enhancing the educational process’s effectiveness for Generation Z students. The study’s objective is to identify promising directions for modernizing the teaching methods of economic theory for Zoomers, assess their effectiveness, and propose optimal solutions for educators. The main ideas of the study include the integration of interactive technologies, business and role-playing games, the case method, gamification, and digital tools into the educational process. The scientific and practical significance of the study is determined by the need to adapt educational programs to the characteristics and requirements of Generation Z. The relevance of the innovative approach is examined, along with the advantages of new methods and their impact on the quality of education for Zoomers. The research methodology includes an analysis of theoretical approaches to innovative learning, a comparative analysis of traditional and modern methods, and an empirical study based on the experience of implementing innovative teaching methods in economic theory at Turan University. The research findings demonstrate that the use of innovative methods enhances student engagement, improves material retention, and develops practical skills essential for professional activities. The value of the study lies in the scientific justification for incorporating innovative teaching methods into the educational process to prepare more competent specialists ready to meet the challenges of Kazakhstan’s transitional economy. The practical significance of the study lies in the ability to adapt the proposed methods to Generation Z students, considering their unique learning characteristics, and in developing practical recommendations for educators.

The article discusses the importance of emphasizing the development of students’ cognitive-argumentative skills, which include the ability to logically reasonably formulate and defend one’s point of view, effectively present ideas and realize speech intents at the oral and written levels. The author seeks to equip students with the skills of critical thinking, discourse analysis and argumentation, taking into account the communication situation as well as social, cultural and ethical norms. Important elements of this process are competencies such as lexico-grammatical and discourse competence, skills in text analysis and argumentative discussion, and the ability to build a logical structure of speech interaction that ensures effective communication in different contexts. The author argues that the competence model of personality of a modern specialist includes the most important aspects of personal potential and professional culture, which, in turn, contributes to the effective performance of tasks in various spheres. Special attention is paid to the formation of students’ logical and critical thinking skills, which allows them to make nonstandard decisions and argumentatively communicate their ideas in the professional environment.

Modern methods of teaching foreign languages are becoming increasingly diverse and adapted to the needs of students. The aim of this research is to analyze the most effective strategies, methods, and approaches used in foreign language teaching that contribute to improving the quality of education. The main focus is on modern teaching methods, including the communicative approach, project-based learning, and the use of information technology. Additionally, key methodologies such as the communicative approach, interactive methods, grammar-supported approaches, and the use of multimedia technologies are discussed. Key aspects that contribute to successful language acquisition, such as student motivation and individualized learning, are highlighted. The results of the study confirm that the integration of various methods and approaches promotes the development of language skills and students’ confidence in using a foreign language. The practical significance of the study lies in the recommendations for teachers aimed at improving the educational process.