The aim of this study was to map the current status of STEM education in Kazakhstan. The study encompasses 24 studies selected through a literature search in Google Scholar, ERIC, Web of Science, and Scopus. The descriptive characteristics of the reviewed studies reveal a significant increase in STEM education publications in Kazakhstan since 2019, indicating a growing emphasis on this field. The reviewed studies, spanning the years 2019 to 2023, included diverse formats such as journal articles, conference proceedings, book chapters, theses, and review articles. Notably, the reviewed studies involved participants from both K-12 and university levels, with a particular focus on female students in some studies. The thematically organized findings of the reviewed studies highlighted challenges faced by STEM education in Kazakhstan, including students’ perceptions about STEM subjects and careers, school environment and educational culture, and societal and gendered expectations. Creating interactive learning environments, addressing biases, dismantling gender stereotypes, and challenging traditional norms were identified as crucial steps to encourage the participation of young women in STEM disciplines. This study contributes to understanding STEM education in Kazakhstan and provides a foundation for future cross-country comparisons, emphasizing the necessity for adaptable approaches in designing and evaluating STEM initiatives in evolving educational contexts.

Science, technology, engineering, and mathematics (STEM) fields play a critical role in the advancement of society and are expected to grow rapidly in the coming years. This study examines the development of a STEM education course and its impact on teachers’ self-efficacy and course experiences. The study involves a mixed-methods approach, using survey and course assignment results gathered from 52 mathematics master’s degree candidates who took an online STEM education course. Teachers’ self-efficacy, STEM knowledge, reflections from reading materials, and lesson plans were quantitatively analyzed while content analyses was employed for the teachers’ opinions on the role of each STEM subject and overall course evaluation. Results showed a significant increase in teachers’ self-efficacy in teaching STEM subjects after completing the course. Additionally, teachers reported positive experiences related to course content, activities, and assignments. The study provides insights into the design and implementation of effective STEM courses and provides practical implications for designing operative STEM courses.

This study investigates the relationships between students' perceptions, interests, and engagement in mathematics within the cultural framework of K-12 education in Kazakhstan. A diverse sample of K-12 students representing various grade levels and community settings was included in the research. The analysis proceeded in three distinct phases: first, a Confirmatory Factor Analysis (CFA) was conducted to evaluate the reliability of the instrument; second, a Structural Equation Modeling (SEM) approach was applied to examine relationships between variables and assess the overall model fit; and finally, descriptive and inferential statistical methods were employed. Students perceived mathematical abilities and interests were identified as significant predictors of their attitudes toward mathematics teachers, as revealed through SEM. Due to the nature of the data, nonparametric tests were utilized to explore group differences. The findings indicated a consistent pattern of negative student perceptions regarding their mathematical abilities and interests, juxtaposed with positive attitudes toward their mathematics teachers. These positive attitudes were more closely associated with students' personal rapport with teachers rather than their instructional effectiveness. Further analyses examined variations in perceptions across different grade levels and community settings, revealing the influence of contextual factors. Notably, no significant gender differences were observed, challenging existing literature on gender disparities in education. The study underscores the importance of adopting holistic educational strategies that account for cultural contexts and promote teacher-student solid relationships.

We have carried out ALMA observations toward the environments of G333.0162+00.7615 which was considered as a candidate of high-mass young stellar object (HMYSO) in previous studies. Our dust continuum, molecular line emission and radio recombination line emission observations show that this source is not HMYSO associated with hypercompact (HC) HII regions. Instead, we discovered two new hot cores associate with earliest stages of high mass star formation region. We estimated the rotational temperatures of these cores about 270 K from J=14→13 rotational transition of CH₃CN ladder. The moment maps show velocity gradients confirming that this cores are rotating.

This study examines how digitalization of STEM education can enhance the continuity between schools and pedagogical universities in mathematics teaching. A mixed-method, quasi-experimental design was applied at two levels: an experimental study in two 10th-grade school classes teaching “Algebra and the Basics of Analysis” and a survey of 33 university participants. STEM approaches were implemented through inquiry-based, project-oriented learning integrating Science, Technology, Engineering, and Mathematics, using digital tools such as GeoGebra, Desmos, PhET, and Excel. Results showed that students' academic performance improved by 15%–16% ( p < 0.05), with notable gains in modeling, data interpretation, and interdisciplinary thinking. University survey responses confirmed the importance of school-university continuity and positive attitudes toward integrating STEM with digital technologies (average score 3.85), highlighting the need for strengthened practical training, shared digital platforms, and joint STEM projects. Based on these findings, a cyclic model connecting schools, students, and universities was proposed to support the professional development of future teachers and effective implementation of STEM education in a digital context.