Augmented reality technologies can create unique interactive learning environments for students with special educational needs that enrich the learning process and provide immediate feedback. This research analyzed the use of augmented reality in teaching digital literacy courses for primary school children with special educational needs. The study involved a quasi-experiment with participants using a mobile augmented reality application to assess its impacts on learning outcomes. The results showed the positive effects of augmented reality on student achievement. The results highlight the potential of augmented reality in inclusive education. In addition, the findings emphasize the importance of further research and development in this area and an increased use of augmented reality to improve the educational experience of students with disabilities. In light of the results, we conclude with recommendations for integrating augmented reality into educational programs and improving educational practices.

This article examines the use of augmented reality in teaching digital literacy to primary school students with special educational needs. The study also explored the main challenges in teaching digital literacy to participants, such as the lack of personalized learning opportunities and limited accessibility. To address this issue, we used an augmented reality mobile application for continuous communication and interaction with students and teachers to improve access to educational materials. To this end, an experiment was conducted with participants using an augmented reality mobile application to evaluate its impact on learning. The participants were 20 students; 10 were in a control group, and 10 were in an experimental group. We also included 5 digital literacy teachers and five parents in the data collection. The results showed the positive effects of augmented reality on achievement. We conclude that augmented reality technologies can create unique interactive learning environments that enrich the learning process and provide immediate feedback, essential for students with special needs. The article offers examples of how augmented reality can enhance students’ learning with hearing and motor disabilities. In addition, we provide recommendations for integrating augmented reality into educational programs and suggestions for improving educational practices with augmented reality technologies.

A study is described that reveals the advantages and disadvantages of BYOD when conducting exams. The analysis of publications on the topic of the study, confirming the relevance and significance of the study, was carried out. An assessment was made of students' readiness for the implementation of BYOD. Results of the study: the majority of students of KazNPU named after Abai are ready to use their own devices when conducting exams, along with the positive aspects of BYOD technology, security problems and risks are analyzed. CCS CONCEPTS • Applied computing∼E-learning

The study is aimed at identifying and predicting factors that positively or negatively affect the attitudes of future teachers-philologists about the use of artificial intelligence technology for learning and teaching. Based on the components of the technology adoption model, the authors developed a questionnaire for Kazakh students of the pedagogical specialty studying at Abai University. The results of the survey confirm the high intention of future teachers to the use of AI applications for learning and teaching. Self-efficacy, anxiety, expected benefit, and ease of use were considered as factors.

В статье рассматриваются вопросы соблюдения культуры академической честности на экзаменах в условиях дистанционного обучения. Авторы на основе своих исследованиях, которые проводились два года дают рекомендации по организации онлайн экзаменов, рассматривают различные виды контроля и соответствующие им цифровые технологии, позволяющие соблюдать академическую честность. Выявлены возможные нарушения в ходе онлайн экзамена, проанализированы причины и предложены пути решения. Видами экзамена, которые развивают критическое мышление и имеют нулевую толерантность к к любым нарушениям кодекса академической честности являются письменный экзамен с открытой книгой, проектные и практические экзамены, а также тестирование и письменный экзамен с закрытой книгой с использованием прокторинговой системы. Определены принципы, которые должны стать нормой для укрепления культуры академической честности. Ключевые слова: цифровые технологии, академическая честность, критическое мышление, прокторинговая система. Мақалада қашықтықтан оқытуда емтихан кезінде академиялық адалдық мәдениетін сақтау мәселелері қарастырылған. Екі жыл бойы жүргізілген зерттеулерінің негізінде авторлар онлайн емтихандарды ұйымдастыру бойынша ұсыныстар береді, әртүрлі бақылау түрлерін және академиялық адалдықты сақтауға мүмкіндік беретін сәйкес цифрлық технологияларды қарастырады. Онлайн емтихан кезінде мүмкін болатын тәртіп бұзушылықтарды анықтап, себептерін талдап, шешу жолдарын ұсынылады. Сыни ойлауды дамытатын және академиялық адалдық кодексінің кез келген бұзылуына төзімділігі жоғары емтихан түрлері ретінде ашық және жабық жазбаша емтихан, жобалау және практикалық емтихандар, сондай-ақ прокторинг жүйесі пайдаланылатын тестілеу емтихандарын көрсетеді. Сонымен қатар, академиялық адалдық мәдениетін нығайтудың нормасына айналуы тиіс қағидаттар айқындалады. Түйін сөздер: цифрлық технологиялар, академиялық адалдық, сыни ойлау, прокторинг жүйесі. The article deals with the issues of observing the culture of academic honesty in exams in distance learning. Based on their research, which was carried out for two years, the authors give recommendations on the organization of online exams, consider various types of control and the corresponding digital technologies that allow maintaining academic honesty. Identified possible violations during the online exam, analyzed the causes and proposed solutions. The types of exam that develop critical thinking and have zero tolerance for any violation of the academic integrity code are the open book written exam, design and practical exams, as well as testing and closed book written exam using a proctoring system. The principles that should become the norm for strengthening the culture of academic honesty are defined. Keywords: digital technologies, academic honesty, critical thinking, proctoring system

This study aims to refine a model of self-initiated professional development (SIPD) tailored to the specific features of Kazakhstan’s educational system. It focuses on teachers’ developmental trajectories, the frequency of professional initiative across SIPD subprocesses, and the constraints that hinder its expression. The study employed surveys, document analysis, and content analysis to explore existing SIPD practices among pedagogical college teachers in the Almaty region. It also examined the barriers limiting teachers’ professional initiative within SIPD. The research identified a wide variety of professional growth pathways, largely aligned with a cyclical 6S model: self-awareness, self-determination, self-manifestation, self-organization, self-actualization, and self-realization. These subprocesses are supported by reflective practices, self-assessment, and feedback mechanisms. However, external constraints such as regulatory pressure and insufficient resources limit the frequency and diversity of teachers’ initiatives. Adapting SIPD to the individual needs of teachers and reducing institutional constraints are essential for fostering their autonomy and sustained professional engagement. The findings highlight the need for a more flexible SIPD support system that actively encourages teacher initiative, minimizes systemic barriers, and enhances reflective and self-directed growth.