The aim of this study is to determine the relationships between digital learning readiness, attitudes, academic motivation and attitudes of students studying in the department of educational sciences of a university in Kazakhstan in terms of some variables. The data of the study were obtained from 1st-4th grade students studying in the department of educational sciences of a university in Karaganda, Almaty, Aktau, Kazakhstan in the academic year 2021-2022 (N=261). Percentage, frequency, mean, Independent Samples t test, F test and Regression Analysis techniques were used to analyze the data. In the study, it was found that students' digital learning attitudes were positive and their digital learning readiness was at a moderate level. Digital learning readiness and attitudes of university students showed a significant difference according to gender variable. However, no difference was found in digital readiness and attitudes according to the class variable. Finally, according to the regression analyses, it was found that the participant university students' digital learning readiness and attitudes predicted their academic motivation and attitudes at a significant level.

O bloco organizacional e atávico de competências de pesquisa é caracterizado pelo critério de aquisição de habilidades para organizar atividades de pesquisa por um professor. Assim, este estudo pretende analisar as tecnologias de formação de competência profissional para futuros professores. Para atingir o objetivo do estudo, é utilizado um método descritivo. Os estudos sobre o processo de gestão das competências psicológicas e pedagógicas de um professor do ensino superior são levados em consideração para se chegar a uma conclusão confiável. Com base nos resultados obtidos, conclui-se que existe a necessidade de uma adequada organização das atividades e do uso ativo da tecnologia para o trabalho com alunos e jovens, o que permite aliar ao máximo os objetivos pedagógicos e educacionais tanto no processo educacional como fora dele.

"Artificial intelligence has emerged as a key part of modern educational systems, revolutionizing the ways in which we teach and learn. AI-driven technologies are helping to develop personalized learning experiences, automate administrative tasks, and improve the effectiveness of digital education Nevertheless, issues such as ethical implications, accessibility, and technological adaptability continue to be significant concerns. Therefore, this study will examine the role of artificial intelligence in optimizing the efficiency of educational platforms, identify key AI-based technologies, investigate challenges faced by educations and students, and evaluate the effectiveness of AI-enabled personalized learning experience. The study thus offers a holistic insight into the potential and limits of AI in the education sector through exploring these different perspectives. It employs a mixed-methods research design including a systematic literature review, online surveys, and expert interviews. In order to establish a theoretical foundation, peer-reviewed articles from Scopus, Web of Science, MDPI, and SpringerOpen between 2020 and 2025 were analyzed. Surveys obtained data from educators and students who interacted with AI-Powered Educational tools, whereas interviews with 78 79 Торайғыров университетінің Хабаршысы, ISSN 2710-2661 Педагогикалық сериясы № 1. 2026 Вестник Торайгыров университета, ISSN 2710-2661 Серия Педагогическая № 1. 2026 AI experts and education technologists have given perspective from the ground up about use cases and trends. The results showed that ChatGPT excels at improving academic writing skills, while Duolingo and Memrise help to build vocabulary and listening comprehension. MagicAI stands out for providing personalized learning experiences. Overall, this suggests that both AI platforms help provide positive development in the areas of language skills. The usefulness of this study comes from presenting an overview of popular AI tools as well as practical advice for language teachers. Keywords: ChatGPT, online platforms, English language learning, AI, Duolingo, Memrise, MagicAI."

Having determined at the previous stages of our research the state of readiness of future foreign language teachers to use information technologies in their professional activities, we came to the conclusion that it is necessary to make some changes in the educational process in order to improve the training of students. Thus, the purpose of our further work is to test the methodology developed by us in practice. Source for us were the following provisions: formation of readiness of future foreign language teachers for using informational technologies in professional activity should be continuous, i.e. it is necessary to involve students from the first to the last course and note the contents of educational disciplines, pedagogical practices, NIRS; in the process of training of future foreign language teachers to use informa-tion technologies in professional activities necessary orientation to the object of professional activity of teachers of a foreign language and its features. In order to develop organizational, stimulating and managing skills for future teachers when learning to communicate in a foreign language, we offered students to study such issues as: the possibilities of information technologies for organizing communication in pairs and small groups using role-playing games (based on simulation programs); the role of information technologies in the formation of communicative, linguistic and instrumental motivation when learning a foreign language; teaching monologue and Dialogic writing in a foreign language using information technologies; the main aspects of verbal communication activities of students using information technologies. Изучая тeхнологии контeкстного типa, используeмыe в процeссe иноязычного профeссионaльного подготовки высококвaлифицировaнных учитeлeй инострaнного языкa, авторы опрeдeлили сaмыe вaжныe этaпы исслeдовaния, посредством которых опрeдeляли состояниe готовности будущих учитeлeй инострaнного языкa к использовaнию информaционных тeхнологий в профeссионaльной дeятeльности. В итоге были сделаны выводы о нeобходимости внeсeния нeкоторых измeнeний в учeбно-воспитaтeльный процeсс с цeлью совeршeнствовaть обучeниe и подготовить студeнтов путем освоения новых тeхнологий. Цeлью дaльнeйшего исследования являeтся провeркa рaзрaботaнной мeтодики обучeния и примeнeниe ее нa прaктикe. Формировaниe квaлифицировaнного будущeго учитeля инострaнного языкa с использовaнием рaзличных тeхнологий в профeссионaльной дeятeльности должно быть нeпрeрывным, т.e. нeобходимо охвaтить студeнтов с пeрвого по послeдний курс и учитывaть содeржaниe учeбных дисциплин, пeдaгогичeской прaктики, НИРС; в процeссe подготовки будущeго учитeля инострaнного языкa к использовaнию рaзличных тeхнологий в профeссионaльной дeятeльности нeобходимa ориeнтaция нa объeкт профeссионaльной дeятeльности учитeля инострaнного языкa и ee особeнности. С цeлью формировaния у будущих учитeлeй оргaнизaционно-стимулирующих и упрaвляющих умeний при обучeнию общeнию нa инострaнном языкe авторы прeдлaгaли студeнтaм изучeниe тaких вопросов, кaк: возможности информaционных тeхнологий для оргaнизaции общeния в пaрaх и нeбольших группaх с использовaниeм ролeвых игр (нa бaзe симулятивно-модeлирующих прогрaмм); роль информaционных тeхнологий в формировaнии коммуникaтивной, лингвопознaвaтeльной и инструмeнтaльной мотивaции при изучeнии инострaнного языкa; обучeниe монологичeской и диaлогичeской письмeнной рeчи нa инострaнном языкe с использовaниeм нe только информaционных тeхнологий; основныe aспeкты вeрбaльной коммуникaтивной дeятeльности учaщихся при использовaнии информaционных тeхнологий. Біздің зeрттeуіміздің aлдыңғы кeзeңдeріндe болaшaқ шeт тілі мұғaлімдeрінің кәсіби қызмeттe aқпaрaттық тeхнологиялaрды қолдaнуғa дaйындығының жaй-күйін aнықтaй отырып, біз студeнттeрді оқытуды жeтілдіру мaқсaтындa оқу-тәрбиe процeсінe кeйбір өзгeрістeр eнгізу қaжeттілігі турaлы қорытындығa кeлдік. Осылaйшa, біздің әрі қaрaйғы жұмысымыздың мaқсaтыбіз әзірлeгeн Әдістeмeні іс жүзіндe тeксeру. Бaстaпқыда біз мынaдaй eрeжeлeрді ұсындық: болашақ шет тілі мұғалімінің дайындығын қалыптастыру, aқпaрaттық...

This study explores the stylistic figure of chiasmus from a systemic perspective, viewing it as part of a microsystem of rhetorical figures based on syntactic parallelism and inversion. While traditional approaches have largely examined such figures in isolation and focused on their structural or grammatical features, this research emphasizes their stylistic and functional coherence within literary discourse. The study adopts a qualitative and comparative linguistic method, analyzing examples from Russian and French literary texts. These languages were chosen for their shared inflectional morphology but differing grammatical structures – Russian being primarily synthetic with flexible word order, and French analytical with fixed syntax. This contrast enables a typological comparison of chiasmatic constructions. The analysis involved three stages: structural classification of chiasms, examination of their rhetorical and pragmatic functions, and cross-linguistic comparison. Results reveal both universal tendencies and language-specific patterns in the structure and use of chiasmus. Russian chiasmi often appear more condensed and stylistically dense, frequently occurring at the phrase or word level. In contrast, French, with its fixed word order and more rigid syntactic rules, tends to favor chiasmus formations that are more regular, balanced, and extended across clause-level structures. The study contributes to a deeper understanding of chiasmus not only as a stylistic device but as a functional element within a broader rhetorical system, shaped by typological and cultural features of each language.

В статье обсуждаются основные подходы к изучению фразеологизмов в лингвокультурологии, проблема номинативной ценности фразеологических единиц. Отмечается, что национальные блюда являются неотъемлемой частью национальной культуры народа и представляют собой ценности, которые отражают обычаи и традиции народа. В этой связи можно говорить о языковой и лингвокультурологической ценности фразеологизмов с кулинаронимами. Фразеологические единицы отражают национально-культурную специфику, передают культурные установки, стереотипы. Лингвокультурологический анализ фразеологизмов нацелен на изучение их способности отображать культурное самосознание народа, выражать его в процессах живого употребления фразеологизмов в различных дискурсах. В статье представлена классификация фразеологических единиц с кулинаронимами в русском и английском языках по структуре и стилистическим особенностям, что послужило основанием для определения их интегрированности в языковую систему. На основе проведенного анализа выявлено общее и специфическое для рассматриваемых языков. Выявлены наиболее продуктивные структурные и стилистические группы, определена степень интегрированности фразеологических единиц с кулинаронимами в языковую систему. Дано определение понятию интегрированность. Вводится понятие степени. Для сравнения фразеологизмов с кулинаронимами в русском и английских языках был использован метод интерпретационного анализа. Ключевые слова: фразеологизмы, кулинаронимы, лингвокультурный аспект, ценности, классификация по структуре, стилистические особенности, интегрированность, языковая система