HyFlex technology-based learning refers to learning that integrates face-to-face (synchronous) and online (asynchronous) learning experiences. In this study, the effects of 'Hyflex Technology-Based Learning' applications on pre-service teachers' achievement, professional attitudes and retention of what is learned compared to traditional teaching were examined. In the study, one of the true experimental design types, pre-test-post-test control group randomized design was used. The application group of the study consisted of a total of 64 pre-service teachers studying in 2 3rd grade classes at the faculty of education of a university in Almaty in the 2022 academic year. In the study, Hyflex technology-based learning in the experimental group and traditional teaching approach in the control group were applied as experimental procedures. The applications in both groups were carried out in 6 sessions and 12 hours in total. Formation course achievement test (Teaching Principles and Methods Course) and attitude towards teaching profession scale were used to collect research data. According to the findings of the study, Hyflex technology-based learning approach was found to be significantly effective in pre-service teachers' professional academic achievement and attitudes compared to traditional teaching.

This study aims to determine the relationship between primary school students' technology addiction levels and their participation in sports. For this purpose, in this study, technology addiction and sports participation levels of students studying in different primary schools in Almaty were examined according to their demographic characteristics. The study was conducted with the comparative correlational screening method, one of the general screening methods. The study sample consists of 252 private and public primary school students. "Technology Addiction Scale" and "Sport Participation Questionnaire" were used as data collection tools in the study. The data obtained from the study are expressed as mean and standard deviation (SD) values. T-tests from parametric tests and Pearson Product Moments Correlation technique analyses were used in the data analysis. The findings obtained from the study showed that primary school student's participation in sports is moderate, while their technological addiction is high. While the participation of primary school students in sports did not differ according to the gender variable, significant differences were observed in their technological addictions. Similarly, students' technological addictions differ according to their school types. Finally, a significant but negative relationship was found between primary school students' sports participation and technological addiction. It was observed that the technological addiction of the participants decreased as their participation in sports increased.

Hybrid learning is a relatively new approach in Kazakhstan's educational system. The transition to a new format necessitates a significant amount of effort and restructuring at the universities. The problems of researching the advantages and disadvantages of implementing this kind of instruction in the classroom are very relevant. The study's goal was to investigate students' attitudes towards implementing a hybrid learning environment. A qualitative method of data analysis was applied in the study. 1,186 students participated in hybrid learning at various universities in Kazakhstan. According to the findings, students value the flexibility and convenience of attending classes remotely through a two-way video conference. However, the findings also indicate that this new learning environment faces several pedagogical and technological challenges. These findings emphasize the importance of assisting students in understanding hybrid learning resources and goals thereby creating opportunities for success in hybrid learning. Policymakers in education can use it as a guide to develop policies related to crisis management or inclusive education as well as curriculum documents and resources for hybrid learning.

This study aims to assess the impact of integrative technology on the improvement of the logical thinking of students in mathematics, their goals and the appropriate technological process. The study used mixed research methods. Participants included third-grade students attending elementary schools No. 12 and Ataturk in Kentau (Kazakhstan) during 2019-2022. The results indicated that primary school teachers do not pay attention to the improvement of the logical thinking of lower-grade students in mathematics. The research findings suggest that integrative technology improved logical thought in lower-grade students in the experimental group in mathematics. Finally, the study offers suggestions to improve the work of primary school teachers in developing the logical thinking of children in mathematics in Kazakhstan to increase the effectiveness of this process without increasing the burden on students or changing the curriculum.

In the 21st century there has been a growing interest in artificial intelligence (AI) which is being applied across a wide range of industries, including banking, automotive, mobile phones, medical research, and personnel training. The potential of AI for science, technology, and the economy is immense, promising to enhance efficiency and improve quality of life. However AI also raises ethical and social concerns, such as the threat of job losses, privacy breaches, and discrimination. This article presents a literature review and an empirical study that evaluates students' and educators' perceptions of the potential applications of AI in education. The opportunities, prospects, and risks associated with the use of AI in education were identified through a SWOT analysis which was based on a meta-analysis of educational literature and surveys conducted among university professors and students from institutions such as the Abai Kazakh National Pedagogical University and the Kazakh National University of Arts. The collected data were analyzed using statistical methods, including descriptive statistics. According to our findings the development of ethical guidelines that ensure data security and equal access to education for all students is crucial for the effective implementation of AI in education. These guidelines should address concerns related to privacy, fairness, and inclusivity, ensuring that the benefits of AI are distributed equitably among all stakeholders in the educational system. In conclusion while AI holds great promise for transforming education, it is essential to approach its integration thoughtfully considering the potential risks and challenges. We can harness the power of AI to enhance the quality and accessibility of education for all by establishing robust ethical frameworks and fostering collaboration between educators, researchers and policymakers.