This study aims to examine teachers' perceptions of technological efficacy and job satisfaction and the relationships between them from a holistic perspective according to teachers' views. Within the scope of the research, a study was conducted on 293 teachers selected from the central districts of Kyzylorda, Kazakhstan, by the convenience sampling method. "Technology Self-Efficacy" and "Minnesota Job Satisfaction" scales developed by Wang, Ertmer and Newby (1999) were used to measure teachers' self-efficacy perceptions towards technology. The study showed that teachers' internal job satisfaction was high, external job satisfaction, general job satisfaction, and technological competence perceptions were moderate. Teachers' job satisfaction varies according to gender and professional seniority. The internal job satisfaction of female teachers was found to be high; however, it was concluded that as professional seniority increased, external job satisfaction increased. In the study, it was concluded that teachers' perceptions of technological efficacy decrease with increasing seniority. In addition, male teachers' perceptions of technological efficacy were higher than their female colleagues. Finally, the study found significant relationships between teachers' technological competencies and job satisfaction.

In this study, the relationship between gaming, social media and internet addiction, which are within the scope of technology addiction, and school achievement and study behavior was examined. The sample of the study consisted of 240 students studying in grades 5-8 of 4 schools in Almaty, Kazakhstan. The study was designed in the comparative relational survey model and is descriptive in nature. In the study, a questionnaire was used as a data collection method. In this context, "Internet Addiction Scale", "Digital Game Addiction Scale", "Social Media Addiction Scale" and "Study Behavior Scale" were used in the research. T and F tests were used in the analyses made with SPSS 26.0 program. As a result of the study, it was determined that the technology addictions of the students participating in the research differed in terms of gender and grade level variables. In the study, social media addiction of female students was found to be high, while digital game addiction was found to be high in male students. It was also observed that technology addiction increased as the class level increased. Finally, students with low achievement and study behavior levels were found to have high technology addictions.

In the article the authors consider the development of cognitive independence as the leading axiological motive for teaching students at the university. The authors believe that value attitude to the world allows the student to engage in cognitive activity with the whole variety of his or her inner strengths and capabilities. Based on this, the basis for the development of cognitive independence as a personality trait is to determine the personal meaning, needs and motives of the trainees, which is inextricably linked with the value orientations and axiological potential of the individual.The article also states that cognitive independence successfully develops in the process of studying the discipline “Computer studies” at the university, where technological support for information and educational interaction is carried out by means of Web technologies. The study of the authors of the article shows that the implementation of this idea is based on the creation in the university of an information and communication environment as one of the leading trends in the development of university education and is implemented through the Platonus system, where the teacher’s educational blog was created and forums were created both by the teacher and by themselves students. The authors note that the process of using new information technologies in the development of students’ cognitive independence depends directly on teachers, and therefore, in the future they pay attention to the need to form their information technology culture.

As digital education continues to expand, ethical concerns such as data privacy, academic integrity, accessibility, ethical awareness, and moral values have become increasingly important. This study aims to examine students' perceptions of these ethical dimensions in digital learning environments using a quantitative research design with a cross-sectional survey methodology. Data were collected from 193 students at two educational institutions in Kazakhstan. An online survey, administered via Google Forms, allowed students to participate voluntarily and anonymously. Using cluster analysis with the Hartigan-Wong k-means algorithm, three distinct student groups were identified based on their ethical awareness and moral values. Cluster 1 showed moderate-to-high agreement with ethical principles, Cluster 2 showed the lowest ethical awareness, particularly regarding data privacy and accessibility, and Cluster 3 showed the highest ethical agreement, reflecting strong institutional support and digital literacy. The study identifies data privacy and accessibility as the most pressing concerns, with students expressing unease about personal data management and the inclusivity of digital learning platforms. Findings reveal significant differences in ethical preparedness among students, indicating that institutional policies, digital literacy levels, and socio-economic factors play a key role in shaping ethical perspectives. The study recommends targeted ethics training, improved accessibility policies, and enhanced data protection measures to foster a more equitable and ethically aware digital learning environment.

This article examines the position of scientists considering STEAM education an essential factor in economic growth. Based on a combination of qualitative and quantitative research methods, the role, significance, and initiatives of the educational organization “Caravan of Knowledge,” sponsored by Chevron for the development of STEAM education in Kazakhstan, were explored, and school teachers’ attitudes to this approach were also studied. Various initiatives and activities aimed at increasing the level of knowledge and competence of subject teachers in the field of STEAM and promoting the development of STEAM education since the creation of the “Caravan of Knowledge” were analyzed. A training course was conducted to increase teachers' knowledge level in STEAM disciplines. At the end of the course, teachers’ opinions were collected and systematized through questionnaires and interviews. By the “Road map for the development and implementation of STEAM education in Kazakhstan for 2021-2025,” the educational organization “Caravan of Knowledge” initiated measures and strategies for developing and implementing STEAM in the educational process. Currently, the organization is actively conducting courses, competitions, and festivals to train teachers in STEAM teaching methods and develop students’ interest in STEAM technologies. This study identified that professional training for STEAM teachers at the university is necessary.