The presented scientific work describes the results of the development and evaluation of two deep learning algorithms: long short-term memory with a convolutional neural network (LSTM+CNN) and long short-term memory with an autoencoder (LSTM+AE), designed for the diagnosis of autism spectrum disorders. The study focuses on the use of eye tracking technology to collect data on participants' eye movements while interacting with animated objects. These data were saved in NumPy array format (.npy) for ease of later analysis. The algorithms were evaluated in terms of their accuracy, generalization ability, and training time, which was confirmed by experts. The main goal of the study is to improve the diagnosis of autism, making it more accurate and effective. The convolutional neural network long short-term memory and autoencoder-long short-term memory models have shown promise as tools for achieving this goal, with the autoencoder model standing out for its ability to identify internal relationships in data. The article also discusses potential clinical applications of these algorithms and directions for future research.

This article examines the digital transformation processes in the Eurasian Economic Union (EEU), focus­ing on Kazakhstan to explore the intersection of technological development, scientific literacy, and labor market evolution. Drawing on official documents, regional initiatives, and scholarly literature, the study analyzes national and supranational strategies that foster digital ecosystems, respond to workforce ad­aptation challenges, and promote citizen science and technology competencies. The analysis identifies key initiatives adopted by the EEU, including cross-border employment platforms, digital customs sys­tems, and national education and cybersecurity strategies. It also evaluates these initiatives’ implications from socio-educational and economic perspectives. Particular attention is given to scientific and digital literacy, which is defined as the ability to critically engage with technological environments and scien­tific information in daily and professional life. The study argues that Kazakhstan’s digital agenda should prioritize inclusive access to infrastructure, reform the educational system toward competency-based learning, align workforce reskilling with scientific and digital competencies, and strengthen research and innovation ecosystems. In this context, the article formulates strategic guidelines for Kazakhstan and the EEU to ensure equitable, participatory, and scientifically grounded digital transformation processes. Ultimately, the study contributes to the broader debate on how emerging economies can align digital development with inclusive education and labor strategies, thereby reinforcing the role of scientific lit­eracy as a structural component of sustainable digitalization.

Namen znanstvenega prispevka je opisati družbeno in gospodarsko vključevanje kazahstanskih migrantov v Turčiji. Cilja avtorjev sta tudi raziskati kazahstanske migracije v Turčijo v prvi polovici dvajsetega stoletja ter opredeliti razloge in pogoje, ki so vplivali na ta proces, pri čemer uporabljajo predvsem metode zgodovinske in logične analiza, indukcije in dedukcije ter sinteze. Avtorji proučujejo kazahstanske migracije v Turčijo, proces vključevanja Kazahov v Turčijo ter razloge, predpogoje in dejavnike, ki so privedli do migracije Kazahov iz Vzhodnega Turkestana.

This article is dedicated to analyzing the effectiveness of the reforms in the teacher salary payment system in Kazakhstan and its impact on the quality of pedagogical activity, as well as the possibility of attracting educators from universities and professionals from other sectors to schools by increasing salaries. The results are based on regional statistical data, reviews of salary dynamics, and interviews with school administrators and teachers. The article includes an analysis of previous studies of salary payment systems in Central Asian countries, characteristics of the current system in Kazakhstan, as well as the experience of transforming the Russian and Estonian teacher salary systems. Kazakhstan, while maintaining centralized control and a "rate" system, has achieved a significant increase in the average salary of school teachers by introducing a qualifications system and a number of allowances for taught subjects and working conditions. Moreover, the increased prestige of the teaching profession, along with the rise in salaries, has facilitated the attraction of young specialists to pedagogical activities and reduced the outflow of qualified teachers from the profession. However, according to surveyed teachers, the reform has not been a significant incentive to improve teaching quality, being perceived only as a new salary increase system. This has led to the fact that, despite the undoubted success of the Government of Kazakhstan in preparing the basis for a favorable long-term perspective for supporting pedagogical workers, the measures taken at this stage lack deep understanding among teachers and do not ensure an improvement in learning outcomes. The article aims to continue the discussion on the effectiveness of the conducted reforms, their impact on the real income increase for teachers, strengthening the status of pedagogical workers, and their motivation for professional growth.

Objective. We analyzed the thematic structure and intellectual foundations of academic fraud and other forms of corruption in higher education. Design/Methodology/Approach. We employed bibliometric techniques such as term co-occurrence and journal co-citation analysis to identify, first, the main thematic research clusters and, second, the most influential journals within each identified theme. Data was collected from the Scopus database for the period 1896 to 2024. The final corpus consisted of 5,374 documents. Results/Discussion. We identified three thematic clusters: (1) “institutional and systemic academic fraud,” (2) “Academic integrity, ethics, and educational policies,” and (3) “Higher education, regulation, and international context”. The most co-cited journal was Academic Medicine, followed by Plos One, Higher Education, Science and Engineering Ethics, and Journal of Academic Ethics. One of the most notable aspects is that the co-citation map for cluster 1, which focused on academic fraud as an institutional and systemic practice, has an internal structure surprisingly similar to the overall co-citation map created from all the documents in the corpus. In contrast, the maps derived from clusters 2 and 3, related to institutional ethics, integrity, and higher education policies, did not display internal segmentation into multiple clusters but instead formed more homogeneous networks. Academic Medicine resulted in being one of the most co-cited publications in all three clusters and held central positions in terms of both frequency and link strength. Conclusions. The results indicate that the study of academic fraud is a diverse yet interconnected field that draws on knowledge from education, ethics, institutional management, psychology, and social sciences. This diversity is both a strength and a challenge, as it risks fragmenting the field if a more systematic dialogue between approaches is not encouraged.

This article examines the Kazakhstan’s social policies aimed to the enhancement of the standard and quality of life of its population, using inclusive education as an example. The provision of education to vulnerable groups is a key element of social policy in many countries. It is a vital factor in improving the comprehensive standard of living of the Kazakhstan population. The article reviews previous research on the impact of social policy on access to education for vulnerable groups and its affecting living standards in Kazakhstan. It discusses the shift towards an inclusive social policy that provides social protection for all based on human rights, in accordance with ILO recommendations No. 202, and standards of accessibility, adaptability, acceptability, and gender sensitivity (AAAG). This article suggests that a more comprehensive comprehension and implementation of the legal principle of equality and non-discrimination in inclusive education could assist the Ministry of Education and Ministry of Labour and Social Protection in enhancing inclusiveness in social protection programmes for students with special educational needs from all backgrounds. An analysis of research on social programmes and social protection in inclusive education could potentially assist policymakers in achieving the goal of a unhindered environment for students with special educational needs (SEN).