The complex issues of engineering education in a modern university are highlighted in this study from the perspective of the implementation of a competence-based approach. It is worth noting that the development of future basic professional competencies for engineers within a university context requires updating the content of higher education in transition areas with emphasis on results. There is also an opinion that today many characteristics of engineering education need to be improved. However, education in engineering, despite many developments, still falls short of the level of economic, scientific, technical, social, and cultural targets that are required for it to be effective. A defined set of problems for training future engineers in the context of the competency approach are therefore identified here: fundamentalization of the content of engineering education and improving its intellectualization; the formation and development of student engineering creativity; the development of ecological thinking; a humanization of the content of engineering education, and; professional skills and personal self-development for future engineers. These related problems require innovative approaches and solutions to the development of the content and organization of educational process in the preparation of the future engineers at university. The aim of the study is to determine the basic professional competencies of the future engineer and, on this basis, to identify and characterize the fundamental directions and ways of modernizing the content of engineering and technical education in higher education. The research is based on a survey of students and teachers of engineering specialties of M. Auezov South Kazakhstan State University, analysis of study programs and academic planning documentation of universities, theoretical analysis of references on the issues of engineering education, pedagogical modeling of the content of engineering education based on a competency-based approach.

This study’s significance lies in its recognition of the evolving educational landscape and the need for a new type of specialist who can adapt to modern innovations and effectively implement digital tools and platforms in distance learning. In the context of the ongoing education reform in Kazakhstan, the study focuses on improving the quality of higher professional education to meet international standards. Specifically, it emphasizes the importance of training future teachers who are prepared to teach foreign languages through distance learning using digital resources. The main aim of the study is to describe a structured approach to teacher training by proposing a methodical system for the formation of professional competences of a future foreign language teacher in the conditions of distance learning at a university. The components of this system, such as aim, content, methods, forms, tools, and outcome, provide a comprehensive framework for developing the following competences: digital, psychological-pedagogical, linguistic, foreign language communicative, and methodical competences. Additionally, the study introduces an elective course, “Organization and methods of distance learning of a foreign language,” which serves as a practical implementation of the proposed methodical system. This course, when integrated into the curriculum of a pedagogical university, aims to equip future teachers with the necessary knowledge and skills to successfully navigate the challenges and opportunities presented by distance learning.

This study explores the impact of gamification and artificial intelligence (AI) on elementary school students’ motivation and effectiveness in learning English. A mixed-methods research design was employed, with an experimental group receiving English language instruction through gamified learning platforms supported by AI, while a control group received traditional instruction. Quantitative data collected through pre- and post-assessments demonstrated that the experimental group exhibited higher engagement, enjoyment, and intrinsic motivation, leading to improved language proficiency outcomes compared to the control group. Qualitative analysis revealed increased self-confidence, a sense of achievement, and a positive attitude towards learning English in the experimental group. The interactive and immersive nature of gamification, coupled with AI support, facilitated personalized learning experiences, fostering motivation and active participation. These findings highlight the potential of integrating gamification and AI in elementary school English language instruction to enhance motivation and effectiveness, emphasizing the importance of innovative approaches in educational settings.

This study examines the impact of rewards on motivation and academic performance in digital game-based learning (DGBL) for teaching English as a foreign language to primary school students in Kazakhstan. The main objective is to evaluate how incentive systems influence student engagement and achievement, addressing a gap in the existing literature on the effectiveness of rewards in educational environments. Using a quasi-experimental design, 46 fourth-grade students were divided into a control group that received traditional instruction and an experimental group that engaged in DGBL with rewards. Data were collected through questionnaires measuring motivation and academic performance before and after the intervention. The results showed that students in the experimental group demonstrated significantly higher motivation and better educational outcomes than the control group. This study concludes that rewards can effectively enhance motivation and performance in DGBL, providing practical recommendations for educators to incorporate rewards in a balanced manner to sustain long-term engagement and learning success. Future research should explore the long-term effects of such interventions in different educational contexts.

Introduction: Organizing the primary education process within the framework of STEM education enhances students' scientific literacy, fosters the development of engineering skills, promotes analytical and critical thinking abilities, and increases interest in technical disciplines. This study is grounded in an integrative approach to organizing the primary education process through STEM education, focusing on the development of meta-subject skills in primary school students. Based on this integrative approach, a dedicated STEM-oriented educational program was developed. Methods: The study was conducted in three stages: diagnostic, formative, and control. A pre-test and post-test design was employed to compare the outcomes of the control and Experimental classs. The Experimental class was taught using the newly developed STEM program, while the control class followed the traditional curriculum. Results: All data were analyzed using the Mann–Whitney U test. The Shapiro–Wilk test was employed to assess the normality of data distribution. The pre-test results indicated that the initial knowledge levels of the two classes were comparable. However, the post-experimental findings revealed significant changes. A statistically significant difference was identified between the performance of the control and experimental classes, with the experimental class demonstrating superior outcomes. These results provide clear evidence of the effectiveness of the interventions implemented in the Experimental class. Overall, the findings confirm the reliability and validity of the study. Discussion: The STEM-based educational program was tested during the experiment, and its effectiveness was evaluated through a comparative analysis of pre- and post-test results. The findings provide strong evidence in support of the effectiveness of the instructional approach applied to the Experimental class.

This aims to determine the formation of primary school children’s speech skills in interdisciplinary communication in learning environments in learning environments and verify the effectiveness of a methodology for the improvement of speech skills in interdisciplinary communication in learning environments in learning environments. The theoretical significance of the study allows clarifying knowledge on the issue of the formation of speech skills; practical significance lies in the presentation and testing of a set of productive exercises aimed at developing learners' speech skills in interdisciplinary communication in learning environments in learning environments. Experimental method was used in the study. There were two groups including experimental and control groups. The experimental study involved 113 third-grade primary school children. According to the developed diagnostic technique, the formation of speech skills in interdisciplinary communication in learning environments consists of three components: motivational, substantive and reflective. Based on these components, indicators and levels characterizing the formation of elementary schoolchildren’s speech skills in interdisciplinary communication in learning environments in learning environments are distinguished. During the study, the results of a verifying, forming and control experiment were presented. According to the study, it can be revealed that it is necessary to pay attention to the development of meaningful speech, because it is for this indicator that most children are at a low level of formation. This study revealed that systematic work is needed to form primary school children’s speech skills.   Keywords: Speech skills, interdisciplinary communication in learning environments, primary school.