This article examines the manifestations of peaceful and aggressive communication patterns among representatives of the northern and southern regions of the Republic of Kazakhstan. The selection of these regions is determined by the need to study the influence of historical, sociocultural, demographic, and communicative factors on the specifics of interpersonal interaction. It should be emphasized that the comparative analysis of the regions is conducted solely for scientific research purposes and does not imply their opposition, the formation of evaluative judgments, or the establishment of the superiority of one social group over another. The study aims to identify the characteristics of communicative behavior and the factors contributing to the formation of peaceful and aggressive communication strategies in different sociocultural contexts. The relevance of the study is determined by the growing importance of constructive interpersonal interaction in the context of social transformations, the digitalization of communication space, the expansion of intercultural contacts, and increasing social mobility. Particular attention is paid to the study of peacefulness as an independent psychological phenomenon that serves as an important resource for social stability, conflict prevention, and the harmonization of interpersonal relations.

This article considers the phenomenon of meta-messages as a central mechanism of the psychofunctional unblocking method (PF_R) and analyzes its putative neurobiological and psychophysiological foundations. The aim of the study was to determine the role of meta-messages in the activation of unconscious processes associated with the resolution of internal conflicts, emotional processing, and psychophysical regulation. The theoretical model of the method is based on modern concepts of mirror neurons, nonverbal communication mechanisms, trance states of consciousness, and the neurodynamics of emotional response. The study included 4,390 people aged 25 to 58 years, 88.6% of whom were women and 11.4% were men. After the PF_R sessions, the subjective and observed reactions of the participants were analyzed. Most of the subjects experienced trance and theta-dominant states of consciousness, as well as pronounced emotional, motor, and autonomic reactions. The effectiveness of the method was confirmed by a statistically significant improvement in the psychological state on the visual analogue scale: the average score increased from 4.8±2.3 to 8.8±1.3. These results demonstrate the high therapeutic value of meta-messages as a means of non-verbal influence and demonstrate the potential of the PF_R method in the treatment of chronic psychological trauma and emotional blocks.

The digital transformation of higher education requires faculty members to adopt new technologies, yet significant variability persists in adoption rates. This study examined the relationships among motivation factors, psychological barriers, and technology adoption among university faculty members. Drawing on Self-Determination Theory (SDT) and the Technology Acceptance Model (TAM), we investigated how different types of motivation relate to technology anxiety, resistance to change, and digital self-efficacy. A cross-sectional survey was conducted with 154 faculty members from public, private, and national research universities. Participants completed validated instruments measuring academic motivation, technology anxiety (CARS), resistance to change, digital self-efficacy, technology acceptance, digital competence, and burnout (MBI). Data were analyzed using correlation analysis, ANOVA, multiple regression, and k-means cluster analysis. Results revealed that age was the dominant predictor across all regression models, explaining substantial variance in intrinsic motivation (β = −1.09), technology anxiety (β = 0.71), digital self-efficacy (β = −0.81), and technology acceptance (β = −0.80). External negative motivation showed strong positive correlations with psychological barriers (r = .39–.46) and negative correlations with selfefficacy (r = −.55). The cluster analysis provided four types of faculty members: Digital Leaders, Digital Enthusiasts, Pragmatic Adapters and Resistant Sceptics, based on the age of the participants.

The relevance of this study is determined by the need to form sustainable physical activity among students in the context of the transformation of the educational environment and the increasing role of digital and hybrid forms of learning. The aim of the study is to provide a theoretical justification and analysis of the formation of motivation for students’ systematic physical activity in the conditions of the transformation of the university’s educational environment. The research methodology is based on the integrated use of questionnaire surveys, the self-determination scale, physical activity satisfaction questionnaires, observation of digital activity, and analysis of class attendance. The scientific novelty of the work lies in the integration of motivational, environmental, and social factors to identify patterns in the formation of students’ autonomous motivation in a transformed educational environment. As a result of the study, it was found that students’ sustainable physical activity is determined by a combination of autonomous motivation, the form of the educational environment, and social support, including team formats and digital tools. The main conclusions of the study confirm the significance of a comprehensive approach to designing educational and digital interventions aimed at increasing student engagement and developing sustainable physical activity.

The article presents the findings of an empirical study investigating the psychological predictors of entrepreneurial leadership among university students (N = 319). The aim of this research is to analyze the correlational structure of personality traits- specifically leadership abilities, risk-taking propensity, stress resistance parameters, and locus of control- in students with entrepreneurial intentions to develop a conceptual model of entrepreneurial leadership predictors. The study was conducted using theoretical analysis and the following instruments: the Perceived Stress Scale (PSS-10), the Subjective Control Level (SCL) measure, the Leadership Abilities Diagnostic technique, and A. Schubert’s Risk Readiness Questionnaire (RSK). Using Spearman’s rank correlation analysis, it was established that the core of   entrepreneurial potential is formed through a synergy of leadership abilities, readiness to take risks (r = 0. 238; p < 0.01), and mechanisms of active stress management (r = 0. 162; p < 0.01). A negative correlation was identified between psychological strain (overstrain) and leadership potential (r = -0.113; p < 0.05), highlighting the critical role of psychological adaptation. The study further determined that while the subjective locus of control forms a coherent cognitive system, it functions as a background factor rather than a direct driver of entrepreneurship in the current socio-economic context (Generation Z). The data obtained allow for the construction of a three-component model of entrepreneurial leadership, comprising a leadership core, a stress adaptation block, and a system of subjective control.

Physical education in higher education is often associated with physical fitness, yet students’ experience also depends on communication, peer interaction, instructor support, and emotional comfort. This pilot study examined whether a brief psychological support module integrated into regular physical education classes could improve students’ perceived psychological support, engagement, and emotional well-being. A quasi-experimental pre-test/ post-test design was used at Korkyt Ata Kyzylorda University over six weeks. Seventy-two undergraduate students completed both measurements. The module included emotional check-ins, pair and group tasks, supportive instructor feedback, and short post-class reflection. Data were collected using a questionnaire covering three areas: psychological support, student engagement, and emotional well-being. After the intervention, mean scores increased in all areas: psychological support from 3.18 to 3.76, engagement from 3.32 to 3.79, and emotional well-being from 3.21 to 3.68. Paired-samples t-tests confirmed reliable pre-test to post-test improvements, with moderate effect sizes. The data suggest that small support-oriented changes in physical education may strengthen students’ engagement and emotional comfort, showing its psychological and pedagogical value.

The article was prepared within the framework of a grant from Abai Kazakh National Pedagogical University. It provides a comprehensive study of the scientific and methodological foundations of using digital literary texts in the educational process. The purpose of the study is to provide pedagogical justification for literary texts in digital formats (e-books, hypertext works, multimodal texts, interactive reading platforms), to identify their differences from traditional printed texts, and to propose an effective teaching methodology. As a result of the study, a pedagogical classification of digital text types was developed; the process of cognitive dissonance emergence between the reader’s traditional text perception schema and the new experience of digital formats was revealed; and a five-stage scientific and methodological model was proposed (activation of digital context, text analysis, interpretation, critical evaluation, and creative production). International and domestic empirical data confirm the effectiveness of the proposed model: systematic work with digital texts has been shown to improve students’ reading comprehension levels. The article is intended for secondary school teachers as well as researchers in the fields of pedagogy and teaching methodology.