Computational thinking is an important and necessary part of a modern person’s thinking. It has been proven that the development of this way of thinking in students with mental disabilities allows them to navigate quickly in the modern world, identify problems and create complex solutions. Online schooling during the COVID-19 pandemic demonstrated the possibilities of the usage of web technologies in the education of children with mental disabilities. This study aims to evaluate the impact of web technologies on the development of computational thinking of students with mental disorders. The experiment involved 14 students aged 8-12 and 4 tutors. For 8 weeks children were trained in computational thinking and computer science. Assessment of computational thinking was performed with cCT-test by El-Hamamsi et al. before and after the experiment. After conducting computer science lessons using web technologies the respondents showed a higher level of computational thinking (M=15,7, SD=3,69), compared to the results of preliminary testing (M=5,93, SD=2,3). Web technologies can significantly increase the effectiveness of inclusive pedagogy, which establishes the importance of integrating web technologies into the teaching system in inclusive classes of general education schools.

The relevance of the research is determined by the need to prepare pre-service teachers for continuous professional development in a rapidly changing educational landscape. This article examines the implementation of meta-learning as a tool that contributes to the formation of necessary competencies. To achieve this goal, a longitudinal study was chosen, during which 387 students from Kazakhstani universities were involved in meta-learning for a two-semester academic year. The research methods included qualitative surveys and in-depth interviews before and after the implementation of meta-learning, which allowed for the evaluation of changes in their competencies. The results showed significant growth in competencies related to continuous professional development, indicating the positive impact of meta-learning on the preparation of pre-service teachers. The conclusions emphasize the importance of integrating meta-learning into educational programs to enhance students' professional readiness. The prospects for further research involve a deeper analysis of various methods of meta-learning and their impact on other aspects of pedagogical training, as well as the study of long-term effects on the career development of the graduates.

The article examines a range of issues related to the specifics of introducing artificial intelligence (AI) into the educational process based on the TPACK model. The study has a comprehensive character and aims to identify the opportunities and limitations of using AI in education, as well as to analyze the features of its integration through the TPACK model. The research includes a review of contemporary studies dedicated to the application of AI and the TPACK model in the educational sphere. AI is rapidly being implemented in education in various parts of the world. The advantages of using AI are identified, and some necessary conclusions that should be considered when centralizing it in the educational environment are outlined. The article discusses some application specifics within the context of each component of the TPACK model. Examples of successful implementation of AI in educational practice are presented. The survey results made it possible to identify both the opportunities and the challenges associated with integrating AI into the educational process through the TPACK model. In particular, it was found that students demonstrate a higher level of awareness of AI’s potential compared to teachers, whereas the latter show greater confidence in their professional knowledge. Partial readiness for the use of AI in educational practice was also revealed, as well as key barriers and respondents’ confidence in AI’s effectiveness when properly implemented in the future. The article proposes a program for implementing artificial intelligence in education through the lens of the TPACK model. The results of the experiment confirmed the hypothesis regarding the positive impact of AI on academic performance, motivation, and quality of learning among students in the experimental group, which indicates the feasibility of integrating AI into the educational process under the conditions of the TPACK model. Practical recommendations have been developed for educational technology developers, suggesting close collaboration with teachers at the stage of creating and implementing such solutions.

This study emphasizes the importance of IT education for adolescents with Autism and Intellectual Disabilities, facilitating their integration into STEM professions. Given the limited research on career guidance and employment for this group, a quasi-experiment was conducted with three adolescents who underwent a two-month online prototyping training program aimed at developing software creation skills. The results demonstrated significant improvements in technical competencies and increased engagement in the learning process. A post-training survey indicated that participants preferred IT-related careers. This study provides valuable strategies and technologies for inclusive education and career guidance in IT, offering practical insights for educators and researchers. Furthermore, it addresses the existing knowledge gap regarding effective and sustainable technological interventions in computer education. The findings contribute to the development of future research on career orientation and employment opportunities for adolescents with autism and intellectual disabilities, supporting their inclusion in the digital economy.

This article aims to examine the characteristics of psychological and pedagogical support for gifted children and to identify optimal mechanisms in their educational trajectory that correspond to their individual personality traits. A comprehensive approach was used, based on a review of scientific literature and documents, empirical observations, testing to diagnose the level of giftedness and anxiety in children, and qualitative and quantitative data analysis. The experiment utilized an extremely limited sample size (N = 20, with 10 participants per group), which was due to the exploratory nature of the study, difficulties in recruiting gifted children for the study, and the opportunity to examine each individual case in detail. An algorithm was developed to create mechanisms for improving support in the development of gifted children, using personalized pathways based on different scenarios. The practical application of the developed mechanisms is proposed. The application of personalized learning pathways has proven effective in enhancing the mental, creative, and intellectual potential of gifted children and reducing reactive and personal anxiety. This is because the experimental group demonstrated significant growth across all measurement categories, whereas development levels in the control group remained virtually unchanged. High results in all three areas correlate with a reduction in anxiety among children, which indicates the importance of targeted development of these components for maintaining the psycho-emotional health of gifted children. Consequently, the use of specialized support mechanisms can be considered one of the factors for maximizing the potential of gifted children. Бұл мақала дарынды балаларға көрсетілетін психологиялық және педагогикалық қолдаудың ерекшеліктерін зерттеп, олардың дара тұлғалық қасиеттеріне сәйкес білім алу жолындағы оңтайлы механизмдерді анықтауды мақсат етеді. Зерттеуге ғылыми әдебиеттер мен құжаттарды шолу, эмпирикалық бақылаулар, балалардың дарындылық деңгейі мен мазасыздық деңгейін диагностикалауға арналған тестілеу, сондай-ақ сапалық және сандық деректерді талдау әдістері қолданылды. Экспериментте зерттеудің зерттеушілік сипаты, дарынды балаларды тартудағы қиындықтар және әрбір жеке жағдайды егжей-тегжейлі қарастыру мүмкіндігіне байланысты өте шектеулі үлгі көлемі (N = 20, әр топта 10 қатысушы) қолданылды. Әртүрлі сценарийлерге негізделген дараланған жолдарды пайдалана отырып, дарынды балалардың дамуын қолдауды жақсарту механизмдерін жасауға арналған алгоритм әзірленді. Әзірленген механизмдерді практикалық қолдану ұсынылады. Жеке оқу жолдарын қолдану дарынды балалардың психикалық, шығармашылық және интеллектуалдық әлеуетін арттыруда және реактивті әрі жеке мазасыздықты азайтуда тиімді екені дәлелденді. Бұл эксперименттік топта барлық өлшеу санаттары бойынша айтарлықтай өсім байқалса, бақылау тобында даму деңгейлері іс жүзінде өзгеріссіз қалғанымен түсіндіріледі. Үш бағыттағы жоғары нәтижелер балалардағы мазасыздықтың төмендеуімен сәйкес келеді, бұл дарынды балалардың психоэмоционалдық денсаулығын сақтау үшін осы компоненттерді мақсатты түрде дамытудың маңыздылығын көрсетеді. Сондықтан арнайы қолдау механизмдерін пайдалану дарынды балалардың әлеуетін барынша іске асырудың бір факторы болып табылады. Целью данной статьи является изучение особенностей психолого-педагогической поддержки одаренных детей и выявление оптимальных механизмов в их образовательном процессе, соответствующих индивидуальным особенностям их личности. Использовался комплексный подход, основанный на обзоре научной литературы и документации, эмпирических наблюдениях, тестировании для диагностики уровня одаренности и тревожности у детей, а также на анализе качественных и количественных данных. В эксперименте использовалась крайне ограниченная выборка (N = 20, по 10 участников в группе), что было обусловлено исследовательским характером работы, сложностями с набором одаренных детей для участия в исследовании, а также...