This study aims to examine the impact of university students’ motivations for social media use (information seeking, socialization, entertainment, and identity formation) on their intentions to use artificial intelligence (AI)-powered learning tools such as ChatGPT, Gemini, and Copilot. Designed within the framework of the technology acceptance model (TAM), the research addresses the mediating role of perceived utility and the moderating role of digital literacy. The study aims to contribute to the literature by understanding how social media habits evolve into academic technology adoption processes. This research, based on a sample of 370 university students, investigates the relationship between various social media motivations (social connection/FOMO, popularity/identity formation, appearance/impression management, and civic/advocacy) and behavioral intention (BI) to use AI learning tools. Perceived usefulness (PU) is included as a mediating variable in this relationship. Results from regression-based mediation analyses (PROCESS Model 4 equivalent) indicate that social media use motivations significantly predict both PU and BI. The indirect effect through PU was statistically significant (ab = 0.248, SE = 0.062, z = 3.988, p < .001), supporting a partial mediation model. Civic/advocacy motivations demonstrated the strongest relationship with PU and BI among subscales. These findings advance understanding of technology adoption in educational contexts and highlight the role of social media usage patterns in shaping AI tool adoption.

Modular learning (ML) provides flexibility in the educational process, supports individualized learning, and emphasizes the practical competencies of future educators. This study assessed the impact of ML on the effectiveness of training future educators to develop algorithmic skills (AS) in preschool children. The study employed a quantitative approach using an experimental design. A total of 320 students were selected from Abai Kazakh National Pedagogical University. The assignment procedure was randomized within each program to ensure a balanced distribution of participants across groups. Results indicated that the experimental group (EG) demonstrated significant improvements in professional competencies, confidence in applying AS, and practical skills. Differences between the experimental and control groups (CG) were statistically significant across all measures (p<0.001). The findings confirm that a ML approach, combining theory, practice, and reflection, effectively enhances the readiness of future preschool teachers to foster algorithmic thinking in children. These results highlight the efficacy of ML for improving teacher training programs and suggest its applicability in diverse educational contexts.

The article is devoted to the problem of psychological analysis of self-organization in the educational activities of modern students. Self-organization is the central link arising in the development of social and pedagogical competencies. The article discusses a pilot study of the criteria for the formation of self-organization and current methods of their study in the framework of socio-pedagogical competencies. Trends in the development of modern higher education are due to the global processes of integration of the world educational system, digitalization of the educational space, increased requirements for the quality of training specialists in a highly competitive labor market. Informatization, broad opportunities for obtaining knowledge, and involvement in the global educational process can benefit the subject of educational activity only if they possess the skills of self-organization, planning and self-control of activities.

The purpose of this study was to examine the impact of an innovative university–school collaboration model on leadership development (LD), operationalized through leadership competencies (LCs), among pre-service teachers (PTs) enrolled in teacher education programs (TEPs), and to explore the relationship between LCs and teaching self-efficacy. Specifically, the study investigated whether participation in the university–school collaboration model led to statistically significant improvements in key LCs within the Kazakhstani teacher education context. A quantitative quasi-experimental pretest–posttest control group design was employed, involving 120 PTs from Abai Kazakh National Pedagogical University in Almaty, Kazakhstan. The findings indicate that participation in the university–school collaboration model was associated with significant improvements in LCs across multiple dimensions. In addition, strong positive relationships were observed between LCs and teaching self-efficacy, suggesting that leadership-oriented learning experiences support broader aspects of professional confidence among PTs. No subject-specific differences in LD outcomes were identified, indicating the discipline-general applicability of the model. Overall, the study provides empirical evidence supporting multidimensional LD through structured university–school collaboration. The findings extend existing research on teacher leadership and offer practical guidance for designing scalable, experiential leadership components within initial TEPs.

Training future preschool teachers requires the systematic development of ergonomic skills due to the high physical and emotional demands of their professional activity. However, existing teacher education programs often emphasize theoretical knowledge while providing limited opportunities for the development of practical ergonomic competencies. This study addresses this gap by investigating the effectiveness of klax pedagogy, a movement-oriented and experiential approach, in dev eloping ergonomic competence among future preschool teachers. A quasi-experimental pre-test/post-test control group design was employed with 84 students (experimental group: n=42; control group: n=42). The experimental group participated in klax-based activities focused on posture control, movement coordination, spatial organization, and ergonomic awareness, while the control group received traditional instruction. The results revealed a statistically significant improvement in ergonomic skills in the experimental group (t=9.84, p<0.001; Cohen’s d=1.42), with the most substantial gains observed in postural ergonomics and spatial organization. In contrast, the control group demonstrated only minor changes. The findings indicate that klax pedagogy is an effective approach for developing ergonomic competence and promoting health-oriented professional behavior. The study contributes to educational ergonomics by providing empirical evidence supporting the integration of movement-based pedagogical approaches into teacher education.

It is widely believed that a mother’s emotional intelligence has a significant impact on a child’s emotional well‑being. The aim of the study was to establish significant relationships and identify differences in maternal emotional intelligence and children’s emotional well‑being.The study involved preschool children from senior kindergarten groups (n = 150), including 78 boys and 72 girls, as well as their mothers (n = 150). Valid, reliable, and representative instruments adapted for Kazakhstani samples were used.Positive correlations were identified between emotional well‑being and parent–child relationship parameters (p ≤ .050): “autonomy–control,” “emotional distance–closeness,”and “satisfaction with relations with the child,” along with one inverse correlation for “anxiety about the child.” The positive correlations reflect balance in the specified dimensions of parent–child relationships, whereas the inverse correlation indicates consequences of overprotection and excessive control over adherence to social norms.It was also found that emotional well‑being has two direct relationships with parameters of maternal emotional intelligence: “using emotions to achieve goals” and “emotion regulation” (p ≤ .010; p ≤ .050). The significant superiority in the “rejection–acceptance” parameter (p ≤ .050) indicates that this scale reflects the fundamental attitude toward the child — either acceptance or denial of personal qualities and behavioural manifestations. Balance on this scale is crucial for emotional well‑being, and accepting the child as an individual is a key condition for positive psycho‑emotional development and the formation of self‑esteem.In summary, these characteristics demonstrate the child’s ability to exhibit an adequate and socially appropriate level of psychological development.