Cultural identity is an important psychological resource that supports young people’s sense of belonging, selfawareness, and psychological well-being. Children’s literature offers opportunities to strengthen these qualities by introducing readers to culturally meaningful narratives and positive role models. This study investigates the educational and psychological potential of the Who Is He/She? series published by Mazmundama Publishing House. The main goal of the study is to specify how biographical stories stimulate spiritual cultural identity, psychological well-being and vocabulary development using phraseological expressions. Using content and contextual analyses of selected books from the series, a qualitative research method was used with an emphasis on narrative structure, linguistic features and value aspects. The results incite readers to absorb values such as perseverance, responsibility, courage and respect for the national heritage as well as encourage emotional and cultural awareness. Rich literary language and phraseological units further support vocabulary development and meaningful learning. The study contributes to educational and social psychology by demonstrating that culturally grounded children’s literature can promote identity formation and psychological well-being. The findings may be applied in schools, libraries, and reading programs to support cultural education, language development, and the personal growth of young readers.

In contemporary higher education, the study of psychological resources supporting students’ personal selfefficacy represents an important area of professional development. The aim of this study was to determine the level of development of students’ regulatory processes, analyze their structural interrelationships, and identify their characteristics as a psychological resource of personal self-efficacy. The study involved second- and third-year university students (N=140). The Brief Self-Control Scale developed by J. Tangney, R. Baumeister, and A.L. Boone and E.Yu. Mandrikova’s Self-Organization of Activity Questionnaire were used as psychodiagnostic instruments. The data were analyzed using descriptive statistics and Spearman’s rank correlation analysis. The results showed that the majority of students demonstrated a moderate level of regulatory processes. Relatively high scores were found for present-time orientation, fixation, and self-organization, whereas goal orientation and persistence showed lower levels. Correlation analysis revealed that goal orientation, planning, and present-time orientation occupied the most central positions within the system of regulatory processes. Self-control, persistence, fixation, and self-organization demonstrated statistically significant positive relationships with these components. The findings provide grounds for considering regulatory processes as a system of interrelated psychological resources supporting students’ goaldirected activity. The results may also be applied in the development of psychological and educational programs aimed at strengthening students’ self-regulation skills.

The article comprehensively examines the problem of developing emotional self-regulation skills in primary school children with autism spectrum disorder (ASD) from a theoretical perspective. A systematic analysis of contemporary scientific literature indicates that insufficient development of the ability to recognize, understand, and regulate emotions in this group of children has a direct impact on behavioral stability, engagement in learning activities, and the level of social adaptation. Within the framework of the study, the relationship between emotional self-regulation and the functional nature of behavior is analyzed, and the functions of behavior (attention-seeking, escape from demands, access to desired outcomes, and sensory satisfaction) are systematically described. In addition, the theoretical foundations of Applied Behavior Analysis (ABA therapy) are examined, highlighting its structured, step-by-step, and function-oriented approach. The conducted theoretical analysis demonstrates that the ABA approach, based on the principles of positive reinforcement, systematic repetition, and functional behavior analysis, contributes to the development of emotional stability in children, enhances self-control skills, and improves social interaction. Furthermore, this approach enables the organization of effective pedagogical support tailored to the child within the educational process. Therefore, ABA therapy is considered an effective and scientifically grounded method for developing emotional self-regulation skills in children with ASD.

The development of inclusive policy in Kazakhstan requires school psychologists to move beyond predominantly diagnostic and remedial functions toward systemic support for learners, families, teachers, and school communities. This review aimed to synthesise evidence on psychologists’ professional self-evaluation, self-efficacy, self-control, selfregulation, and responsibility in inclusive education and to develop an integrative conceptual model. A mixed-studies systematic review was reported in accordance with PRISMA 2020 and PRISMA-S. English-, Russian-, and Kazakhlanguage sources published from January 2012 to 24 June 2026 were considered. Of 51 unique records screened, 18 studies were included in the qualitative synthesis. Empirical studies were appraised with the Mixed Methods Appraisal Tool, while dissertations and grey literature were evaluated using AACODS. Professional self-efficacy was the most consistently operationalised construct. Global self-esteem, self-control, and responsibility were rarely measured directly; self-regulation was mainly represented through reflection, emotional stability, planning, adaptive decision-making, and supervision. Kazakhstan-based evidence highlighted role ambiguity, constrained resources, limited supervision, and the persistence of deficit-oriented practice as contextual barriers. The review proposes a five-component model of psychologists’ personal-regulatory readiness and translates it into recommendations for university curricula, continuing professional development, supervision, competency assessment, and school psychological services in Kazakhstan.

Occupational burnout research has accumulated a large and theoretically heterogeneous literature, yet the distribution and comparative architecture of the frameworks used to explain burnout remain insufficiently mapped. This theory-focused systematic review aimed to identify prevalent theoretical frameworks, compare their explanatory mechanisms, examine multi-framework use, assess integration of work engagement and psychological well-being, and evaluate contextual adaptability. A software-assisted multi-source search and screening workflow identified 564 unique publication records; 407 explicitly named at least one substantive theoretical framework. Framework prevalence, single- and multi-theory use, major co-occurrences, and 12 extracted analytical dimensions were synthesized at publication-record and theory levels. Job Demands-Resources (JD-R) theory was most frequently named (47.9%), followed by Conservation of Resources (COR) theory (29.2%), while 46.4% of theory-coded records used multiple frameworks. The field exhibited a core-periphery architecture: a concentrated demand- and resource-oriented core coexisted with a broad theoretical «long tail». Major frameworks differed in causal logic and in their treatment of positive occupational outcomes; no consensual architecture integrating burnout, engagement, and psychological well-being was identified. Contextual adaptability also varied, with JD-R and COR showing broad theoretical capacity through different mechanisms. The review provides a comparative basis for more explicit, mechanism-led framework selection and for future context-sensitive theory development.

This study examined internal and external stimuli influencing faculty adaptation to digital transformation in higher education settings. The study applies cross-sectional survey of 154 faculty members from Kazakhstani universities used validated instruments. Results revealed a clear stimulus hierarchy: internal stimuli (intrinsic motivation, selfefficacy) explained 21% of unique variance in technology acceptance, compared to 4% for organizational support and less than 1% for external negative stimuli. Age significantly moderated these relationships. Internal stimuli were stronger predictors for younger faculty (β = 0.42 vs. 0.18), while organizational support was more critical for older faculty (β = 0.34 vs. 0.08). External pressure showed harmful effects only among senior faculty members (β = −0.31). The cluster analysis that identified four faculty typologies characterized by distinct stimulus-response profiles. These findings suggest that successful digital transformation requires age-differentiated, autonomy-supportive institutional approaches rather than uniform mandates. The study findings can help to promote digital transformation across higher education institutions more effectively.

The article discusses the necessity of creating favorable conditions for students in higher education institutions, the formation of an effective social-psychological climate, and its impact on students’ motivation to study, as well as ways to improve it. The main goal of the research is to determine the state of the social-psychological climate in higher education institutions, assess the impact of factors affecting it, and demonstrate ways to enhance opportunities for creating a favorable environment for students. Social-psychological comfort of students in higher education institutions directly affects their development indicators; however, this topic remains under-researched. This study examines the state of social-psychological comfort of students in universities and the conditions for its improvement. The research includes a conceptual analysis based on specific indicators of the educational environment in the university. The results of the study aim to identify factors and ways to form effective social-psychological comfort in the modern education system to create a favorable environment. The work of the university’s psychological service should be structured using specific methods and approaches. Its task is not only to develop the personal characteristics of students but also to ensure their academic success by meeting their needs within the educational environment.

This article examines the pedagogical potential of generative artificial intelligence (GenAI) in teaching Business Analysis to undergraduate students in economics-related programs. The relevance of the study is driven by the digital transformation of higher education, the expanding use of generative models in teaching and learning, and the growing demand for students to develop analytical, digital, and professional competencies. The study demonstrates that generative artificial intelligence can be integrated into Business Analysis courses as a tool for preparing instructional materials, developing practice-oriented case studies, simulating professional scenarios, personalizing assignments, and supporting students’ independent learning. The use of GenAI is shown to be particularly effective in disciplines involving the analysis of problems, processes, requirements, stakeholders, and performance indicators. The study identifies the key areas in which GenAI can be applied in the education of students pursuing economics-related degrees. The benefits and risks associated with the integration of GenAI are examined, including enhanced practiceoriented learning, more timely and intensive feedback, and the development of analytical thinking, as well as the risks of superficial learning, reduced learner autonomy, violations of academic integrity, and reliance on inaccurate or unreliable AI-generated responses. The article also presents the results of a teaching and methodological pilot implementation of GenAI elements in the Business Analysis course. The findings indicate that the methodologically sound integration of generative artificial intelligence can improve the quality of the educational process, enhance personalized learning, and contribute to the development of competencies required in the digital economy, while preserving the leading role of the instructor as an organizer, expert, and moderator of educational interaction.

The article discusses the importance of modern approaches to organizing biology clubs. The relevance of the study is due to the need to find effective formats for developing 21st-century competencies in students, including critical thinking, quantitative analysis, digital literacy, and research skills. The aim of the study is to identify the impact of innovative forms of extracurricular activities on the formation of students’ key competencies and to compare their effectiveness. The activities of the «Nature Researchers» club (8th grade) were conducted in a traditional format, while the activities of the «Digital Biologists» club (8th grade) were based on the use of STEM technologies in the field of «Growing Crops Using Advanced Agricultural Technologies.» The conducted pedagogical experiment showed that the implementation of the STEM model ensures a pronounced positive dynamic in developing students’ educational, research, and communication skills, creating conditions for successful adaptation in the society of the future.

Artificial intelligence (AI) is increasingly reshaping foreign language education by supporting lesson planning, instructional content generation, assessment, personalized practice, and students’ independent learning. This reviewbased analytical study examines the pedagogical functions, limitations, and conditions for the effective integration of AI tools into foreign language teaching, with particular attention to EditGPT, ChatGPT, YaGPT, chatbots, and microlearning applications. The study applies critical literature analysis, comparative functional analysis, systematization, and synthesis of research on AI-assisted language learning. Its original contribution is an authordeveloped pedagogical framework that classifies AI applications according to four dimensions: instructional function, type of language activity, degree of personalization, and required level of teacher verification. The analysis identifies four principal areas of AI-supported practice: (1) lesson planning and content development; (2) language practice and personalized microlearning; (3) formative assessment and feedback; and (4) support for learner autonomy. At the same time, the review highlights risks related to factual inaccuracy, overreliance on automated translation, information overload, and insufficient digital competence. The findings indicate that AI is most pedagogically effective when it complements rather than replaces teacher expertise. The teacher’s role therefore shifts toward the design of learning trajectories, verification of AI-generated content, facilitation of communication, and support for learner motivation and critical thinking.

This article presents the results of a study of the pedagogical conditions for preparing future teachers for inclusive practice. The relevance of the study lies in the need to develop professional competencies in future teachers that ensure effective work in an inclusive educational environment. The purpose of the article is to study the pedagogical conditions for preparing future teachers for inclusive practice, as well as to develop recommendations for improving the pedagogical conditions for training specialists in higher education. The study was conducted at Alikhan Bokeihan University in Semey. The sample consisted of 120 students studying in the Primary Education program, 64% of whom were women and 36% were men. The following methods were used: observation, questionnaires, testing, interviews, and literature review. Pedagogical conditions that contribute to the effectiveness of training future teachers were identified: practice-oriented learning, development of inclusive competence, fostering tolerance and empathy, the use of interactive technologies, and the organization of teaching practice in an inclusive environment. The study identified key challenges in preparing students for inclusive practice: lack of practical experience, inadequate psychological preparedness, and limited specialized knowledge.Based on the results and scientific literature, practical recommendations were developed for improving the pedagogical conditions for preparing future teachers for inclusive practice. The obtained results confirm the need to improve the professional training system for future teachers and expand the practical focus of the educational process in the context of the development of inclusive education.

Reading comprehension is a key component of literacy, which contributes to academic success and lifelong learning, although most people who study English as a Foreign language (EFL) continue to have difficulties due to limited vocabulary, lack of basic knowledge, and ineffective reading strategies. This study provides a theoretical and conceptual review of the “Listening-Reading – Discussion” (LRD) learning strategy to explain the contribution to reading comprehension. Through the narrative review of the literature, the results of research published in the main scientific databases from 2015 to 2025 are summarized. The review examines constructivism, Schema Theory, active learning, social constructivism, information processing, and metacognition to explain the learning mechanisms underlying learning using resources. The results show that learning using resources contributes to understanding by activating available knowledge, actively building meaning, encouraging joint discussion, and developing metacognitive reflection. As the main theoretical contribution of the study, a conceptual scheme is proposed that relates these processes to the results of reading comprehension. The review concludes that LRD is a science – based learning model that can have a significant impact on the pedagogy of teaching English as a foreign language, curriculum development, and future literacy teaching technologies.