The use of artificial intelligence (AI) in STEM education is becoming increasingly important, as AI has the potential to change teaching and learning methods. However, no review studies focus on summarizing research on the use of AI in STEM education in high schools. For this reason, this study aims to systematically review research on the use of AI in STEM education in high schools. We considered research articles published in journals indexed in the Scopus database. The results show that participants ranged from 1 to 50 and researchers generally used a single-group experimental teaching method. In addition, our results showed that the researchers used a variety of AI technologies in the high school context. In addition, the results showed that many variables were used to promote students in STEM education through AI-based activities. Finally, almost all studies reported positive and significant effects on students’ cognitive or affective development. Overall, our findings from the review emphasize the importance of harnessing the potential of AI. More research is needed to assess learner outcomes and to conduct longitudinal studies with control or comparison groups to evaluate the long-term effects of AI interventions and establish causal relationships.

Introduction: Micro-credentials arranged as a stackable degree are increasingly used as a targeted upskilling tool in master’s programmes in teacher education; however, empirical evidence on competence gains and the portability of this model into university pathways remains limited. This study aimed to quantify within-cohort competence gains associated with five micro-programmes and to specify conditions for institutional integration. Methods: A pre–post quasi-experimental design without a control group was implemented across five independent cohorts of master’s students ( N = 100). Each participant completed one programme ( Andragogue-Educator , Teacher-Mediator , Teacher-Game-Based Learning , Teacher-Career Guidance , or Teacher-Facilitator ). Outcomes were measured with a 12-item scale comprising five subscales (educational technologies, adaptability, digital literacy, interactive methods, mediation/facilitation), with internal consistency α = 0.84. Normality was assessed using the Shapiro–Wilk test; within-group pre–post changes were tested via paired t -tests with Holm adjustment. Effect sizes were reported as d _{( z )} with 95% confidence intervals. In addition, expert appraisal was conducted (Kendall’s W), and students’ essays were analysed thematically. Results: In the pooled sample, all subscales showed statistically significant gains (all p < .001), with large effect sizes ( d _{( z )} = 1.12–1.25) and confidence intervals excluding zero. The largest improvements related to educational technologies and interactive methods. Expert ratings were highest for practical applicability and integration of digital tools, with strong inter-rater agreement ( W = 0.84, p < .001). Discussion: A practice-oriented micro-module design was associated with rapid classroom transfer and sizeable within-cohort gains in applied competencies. Programme profiles are reported descriptively and triangulated with expert appraisal and qualitative evidence; no inferential between-programme comparisons were conducted. Implications include early placement of applied modules within the study pathway, formalised portfolios and rubrics for RPL/credit recognition, and partnerships with schools and EdTech providers. Limitations include the absence of a control group, lack of factorial validation for the scale, and a short observation window; delayed follow-ups and repeated-measures models are warranted.

The article explores the theoretical and methodological foundations for building an inclusive education ecosystem within general education schools in Kazakhstan. The study addresses the lack of a systemic approach and insufficient interagency coordination among educational, medical, and social institutions in supporting students with special educational needs (SEN). The purpose of the research is to substantiate methodological approaches to designing and maintaining an inclusive education ecosystem that ensures sustainable development and equal opportunities for learners with SEN. The research employs comparative and systemic analysis, content analysis of policy documents, expert evaluation, and a pedagogical experiment conducted in two schools in southern Kazakhstan. The experimental results demonstrate significant improvements in academic performance (from 2.9 to 3.7 points), parental engagement, and teachers’ digital activity. The scientific novelty lies in integrating digital, pedagogical, and sociocultural components into a unified ecosystemic model of support. The practical significance is reflected in the proposed methodological guidelines: the development of a national standard for the inclusive ecosystem, introduction of digital learner profiles, institutionalization of inclusive management, and application of artificial intelligence in diagnostics and support. The study concludes that inclusive education must evolve from fragmented initiatives into a coherent ecosystem model that ensures the sustainability and quality of inclusion in Kazakhstan’s education system.

Қазіргітаңда әрбір адам өзінің қызығушылықтарына, қабілеттіліктеріне байланысты қандай да бір маман болуына ықпал етуіне ықпал қажет. Бір мамандықты игеру үшін адам арнайы жоғары оқу орындарына түсіп, сол мамандық бойынша қажетті білім, іскерлік пен дағдыны меңгереді. Дегенмен, қазіргідей жылдам дамып жатқан қоғамда адамдарғақосымша мамандық-тар алу, ұтқырлық дағдыларын меңгеріп, іскерлік таныту аса қажет сапаларға айналуда. Біздің елде өмір бойы білім алудың мүмкіндігін тудыратын Lifelong learning үздіксіз білім берудің тұжырымдамасы қабылданған. Ол білім жүйесінің маңызды бір бөлігі болып табылады. Жаһандық білім беру кеңістігінде ақпараттық технологияның жылдам дамуымен байланысты заманауи маманның ең басты қасиеті –жаңа дағдылар мен құзіреттілікті игеруге және оқуға деген ұмтылысы мен құштарлығы. Осы сұраныстыресми және бейресми білім алудың көмегімен жүзеге асыруға болады.Жалпы үздіксіз білім беру, ресми, бейресми және ақпараттық болып бөлінсе, барлық деңгейлер мен форматтарды біріктіретін нұсқа —білім беру триадасы ретінде қабылданады. Ал мұндай білім алушылар жаңа білімдерді, құзыреттерді игеруге ықпал ететін психологиялық қасиеттерге ие болады.Кәсіби ұтқырлықтың көрінісіне жататын, жаңа жағдайға тез бейімделу, өзін қайта құру қабілетіненегізделген, бір кәсіби позициядан екіншісіне бағытталуы арқылы қосымша мамандықтарды игеруге даяр болудың біз көтеріп отырған мәселені шешуді қарастыруда басты фактор бола алады.

The article discusses the impact of the inclusive educational environment on professional formation and its scientific assessment in the process of training future teachers. The implementation of the principles of inclusive education in the modern education system imposes new requirements on the content of teaching staff training. However, in practice, the assessment of the inclusive educational environment is often limited to organizational or formal indicators, and its real impact on the professional training and educational practice of future teachers is not sufficiently studied. In this regard, there is a need for a comprehensive study of the inclusive educational environment as a pedagogical resource that contributes to the professional development of future teachers. The purpose of the study is to identify the role of the inclusive educational environment in the formation of professional competencies in the process of training future teachers and justify the possibilities of combining quantitative and qualitative approaches to its assessment. In the course of the study, an analysis of the scientific literature was carried out to identify the theoretical foundations of the inclusive educational environment. At the empirical stage, a mixed methodological approach was used, survey and content analysis methods were used. This approach made it possible to comprehensively consider the views of future teachers regarding the inclusive environment, professional positions and the level of formation of skills used in inclusive practice. The results of the study showed that the inclusive educational environment has a positive impact on the formation of humanistic and personality-oriented professional positions of future teachers. At the same time, the data obtained revealed that although the level of value perception of the principles of inclusive education by future teachers is high, the formation of professional skills associated with their implementation in real pedagogical practice is uneven. There was a need for methodological support, especially in the areas of adaptation of the assessment of educational achievements, differentiation of educational tasks and planning of training taking into account the individual characteristics of students. The article substantiates that the combined use of quantitative and qualitative approaches to assessing the inclusive educational environment allows us to more fully characterize the professional training of future teachers. The results of the study can serve as a scientific and practical basis for determining the directions of development of an inclusive educational environment in the system of training teachers and improving the practice of inclusive education.

Актуальность исследования связана с необходимостью адаптировать магистерские программы к вызовам цифровой экономики и растущему запросу на индивидуализированные образовательные траектории. В статье описана и апробирована гибридная архитектура магистерской программы Stackable Degree, в которой «ядровые» дисциплины комбинируются с микроквалификациями, а зачёт кредитов автоматизирован и поддерживается системой гибких точек входа и выхода и цифровым «кошельком компетенций». Цель статьи – разработать и эмпирически проверить модель Stackable Degree и оценить её влияние на академические и профессиональные результаты магистрантов. Исследование реализовано в формате квази-эксперимента с участием двух сопоставимых групп: экспериментальной (52 магистранта) и контрольной (48 магистрантов). Оценка эффектов включала анализ GPA, динамики метакомпетенций, академической мобильности и отзывов работодателей; статистическая обработка данных проводилась с использованием t-тестов, χ²-критерия, коэффициента корреляции Пирсона и расчёта размеров эффекта при уровне значимости p < 0,05. Получено повышение среднего GPA на 0,18 балла и установлена положительная связь между числом освоенных микрокреденшелов и итоговым GPA (r = 0,46). Прирост метакомпетенций составил 0,70 балла (p < 0,001). Доля магистрантов, включивших внешние модули, в экспериментальной группе достигла 46 % по сравнению с 17 % в контрольной, а уровень трудоустройства через шесть месяцев после выпуска вырос до 78 % (на 17 п.п. выше, чем в традиционной программе). Показатель завершённости обучения составил 94 %, что свидетельствует о высокой результативности модели, расширяющей академическую мобильность и усиливающей конкурентоспособность выпускников. Ключевые слова: stackable degree, академическая мобильность, неформальное образование, формальное образование, микроквалификация.