This study investigates the application of augmented reality (AR) technology to facilitate collaborative learning in science education. The study involved 30 secondary school students in Kazakhstan, who were divided into an experimental group and a control group. The experimental group utilized an AR platform to facilitate collaborative learning during their science lessons, while the control group received traditional teaching methods. The study aimed to investigate the impact of AR on students’ learning outcomes, communication and collaboration skills, and overall satisfaction with science education. The research design involved pre- and post-tests, as well as a survey of students’ perceptions of the AR experience. The results indicated that the experimental group demonstrated statistically significant improvement in their science test scores compared to the control group. Furthermore, the students in the experimental group reported a high level of engagement and satisfaction with the AR platform, along with enhanced communication and collaboration skills. The study suggests that AR technology has the potential to improve collaborative learning in science education and provides new opportunities for engaging students and enhancing their learning outcomes. The findings have significant implications for educators interested in integrating AR technology into their teaching practices as well as for researchers exploring the use of AR in education. Further research is necessary to investigate the long-term effects of AR on learning outcomes and to determine the most effective methods for incorporating AR technology into science education.

The development of self-regulated learning (SRL) skills, including the ability to plan, monitor and reflect, is increasingly recognised as essential for academic success in online learning environments. Despite this, most digital learning platforms continue to provide limited feedback, typically focused on task outcomes rather than learning processes. This study investigates the effectiveness of an artificial intelligence-based feedback system integrated into a standard online course platform. The system delivers adaptive, process-oriented feedback by analysing anonymised engagement summaries and short reflective inputs, aiming to promote self-regulated learning strategies without requiring additional instructor involvement or manual input for feedback generation. A quasi-experimental study was conducted with 180 undergraduate students enrolled in a fully online course. Participants were pseudo-randomly assigned by an automated allocation script to an experimental group (n = 90) receiving AI-based adaptive feedback or a control group (n = 90) with standard LMS features. The system employed behavioural indicators (e.g., time-on-task, quiz activity and content engagement) and natural language analysis of reflective entries to generate personalised prompts related to goal-setting (including time management), effort regulation and metacognitive reflection. Data sources included post-course surveys, aggregated system interaction records, academic performance data and open-ended student feedback on the system’s perceived effectiveness and usability. Students who received adaptive feedback exhibited significantly stronger engagement with SRL behaviours, including earlier task initiation, increased use of optional learning resources and greater consistency in study routines. Qualitative responses indicated that participants found the feedback clear, timely, actionable and supportive of their cognitive and motivational processes. In contrast, control group participants primarily relied on grade-based feedback and exhibited fewer strategic adjustments during the course. The findings suggest that a lightweight, AI-driven feedback mechanism can be effectively integrated into online course platforms to support SRL at scale. This study demonstrates how adaptive AI feedback can meaningfully influence academic outcomes, planning behaviour and engagement with feedback in digital learning environments.

Reforming engineering education is a strategic priority for emerging economies seeking to strengthen technological sovereignty, accelerate industrial modernization, and ensure sustainable development. The article presents a qualitative comparative review of engineering education reforms in Kazakhstan and sub-Saharan Africa, with an emphasis on institutional changes, quality assurance mechanisms, and ethical aspects of reform management. The theoretical basis of the research is the theory of human capital, the competence approach and the concept of sustainable development (SDG 4 and SDG 9). A qualitative comparative review design based on secondary data analysis was employed. The study reviewed 36 sources, including academic publications, policy documents, international reports, and accreditation materials published between 2012 and 2026. The study analyzes the adaptation of international models such as outcome-based education (OBE) and the Conceive–Design–Implement–Operate (CDIO) framework in various socio-economic and political contexts. The results show that both regions face similar structural challenges, including curriculum overload, limited integration with industry, infrastructural imbalances, and high teacher workload. However, differences in resources, institutional maturity, and management mechanisms determine the pace and effectiveness of reforms. The need for contextual adaptation of international standards, ensuring equal access, transparency of accreditation procedures, and a balance between global requirements and national development priorities is emphasized. The findings expand comparative studies of the transformation of higher education in emerging economies and formulate recommendations for sustainable and ethically sound reform of engineering training.

This article presents a comprehensive methodology for evaluating the effectiveness of the educational process in computer science within an adaptive learning environment. Adaptive learning is an approach in which the content, pace, and form of educational material presentation are adjusted to each student's characteristics, such as their level of knowledge, learning style, interests, and the pace of mastering the material. Unlike traditional methods, where all students receive the same amount and structure of knowledge, the adaptive system offers flexibility and individualization of learning. The developed methodology includes designing, implementing, and evaluating the effectiveness of an interactive digital platform that enables students to diagnose their initial educational level, identify their strengths and weaknesses, and automatically select educational materials and practical assignments aligned with their learning trajectory. An experimental study was conducted at Atyrau University named after Khalel Dosmukhamedov (Atyrau, Kazakhstan) involving 118 students studying in the field of Computer Science. The article describes the stages of integrating adaptive technologies into the educational process and presents comparative learning outcomes for students using the adaptive platform versus those studying with traditional methodologies. The results indicate that the use of an adaptive learning environment facilitates deeper assimilation of educational material, increases motivation, and improves students' academic results in computer science. The presented methodology can be utilized by educators and educational institutions to enhance teaching quality through modern digital and analytical tools.

The article addresses the pressing issue of STEM teacher preparation in Kazakhstan, highlighting key challenges and proposing a structured approach to improving teacher education. A comprehensive literature review reveals that while effective STEM pedagogical strategies exist, there are still significant barriers to successful implementation. These include insufficient teacher preparedness, the absence of structured curricula or guidelines, a lack of educational resources, and the rigid organizational structure of educational institutions. To address these challenges, the study employs a range of theoretical methods aligned with its research objectives. The methodological foundation is based on a systematic, competency-based, and activity-based approach, integrating principles of constructive alignment, inquiry-based learning, and interdisciplinary education. These frameworks guided the development of the “Physics in STEM” course for future teachers. The course is designed to enhance pedagogical competencies, fostering problem-solving, critical thinking, and interdisciplinary connections. By offering an innovative framework for STEM teacher preparation, the study contributes to advancing Kazakhstan's education system, ensuring that future educators are well-equipped to integrate STEM disciplines effectively in their teaching practices. This research has broader implications for STEM education development, providing valuable insights for curriculum designers, policymakers, and teacher training institutions.

The article is devoted to the use of intersubject connections, methods of consolidation of didactic units and analogies in the professional training of a physics teacher. Intersubject relations are considered based on the analysis of laws and formulas from various sections of physics, analysis of various problem situations. Attention is drawn to the role of the sign-symbolic form in revealing the unity of the laws of nature that determine various physical phenomena. The method of enlarging didactic units of P. M. Erdniev allows to combine various physical phenomena into one such unit and to reveal the commonality of their laws. The attention of students is drawn to the ability to determine the analytical relationships of physical quantities based on the given graphs. Important in the content of physics are research of situations with parallel or serial connection of homogeneous elements: springs of capacitors, resistors, inductors, current sources. Analysis of such connections in a single didactic unit allows you to see the role of different characteristics of physical objects, find analogies between them and think about why the law of sequential connection of some characteristics corresponds to the law of parallel connection of other characteristics. Attention to the analysis of the sign form of the content of physical phenomena contributes to a deeper assimilation of the subject of study. The developed teaching methodology integrated three didactic principles: (1) interdisciplinary links between physics and mathematics, (2) enlargement of didactic units, (3) visualization of physics teaching with demonstration of laws and analogies in the laws of physics and mathematics in sign and symbol form. The principle of visual demonstration for students and schoolchildren is actualized by the modern thinking of the digital generation. Fifty-six physics teachers from schools across the country responded to the practical part of the study. It was found that 66.1% of them actively use tasks with conditions in the form of drawings, 30.4% - use rarely. According to the evaluation of 55.4% of teachers of the sample, students often have difficulties in solving problems with graphical representation of conditions and requiring graphical answers; 78.6% of teachers emphasize the interdisciplinary links between physics and mathematics. The survey results show the relevance of developing such a teaching methodology. Keywords: physical science; mathematical apparatus; sign form of content; analytical and graphical methods; functional dependence; resistance; electrical capacity; stiffness; parallel and serial connections; problem situations.