«Foundations and Trends in Modern Learning» (November 27-28, 2025). Berlin, Germany, 2025

various

doi:10.5281/zenodo.17956125

«Foundations and Trends in Modern Learning» (November 27-28, 2025). Berlin, Germany, 2025

various

Publisher: Zenodo
DOI: 10.5281/zenodo.17956125
Repository: zenodo.org
Language: en

Abstract

Publisher.agency: Proceedings of the 11th International Scientific Conference «Foundations and Trends in Modern Learning» (November 27-28, 2025). Berlin, Germany, 2025. 647p

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Novembe r , 2025 № 11 Berlin, Ge rmany 27- 28.11.2025 Proceedings of the 11th International Scienti fic Conference 2 UDC 001.1 P 9 7 Publisher .agency: Pr oce edings of the 11th International Scientific Conference «Foundations and Trends in M odern Learni ng» (November 27 - 28, 2025). Be rlin, Germany, 2 025. 647p ISBN 9 78-1-21 87-0 411-9 DOI 1 0.5281/zenodo.1 795612 5 Editor: D orothea Web er, Professor, U niversity of Be rlin Internat ional Editorial Board: Gretel Gr oß Professor, Technical University of Mun ich Minna Sc humacher Professor, Heidelberg University Stefanie Roth Professor, Charité — Universitätsm edizin Berlin Elsa Gr af Professor, Humboldt University Be rlin Henri Schmitz Professor, University of Tübingen Marc o Braun Professor, University of Bonn Herta Haas Professor, Freie Univ ersität Berlin Franziska Web er Professor, University of Göttingen Charlott e Müller Professor, University of Hamburg Leonhar d Frank Professor, University of Würzburg Gesin e Krüger Professor, University of Cologne Lion Mayer Professor, University of Mannheim Alma Somm er Professor, University of Münst er Erik M öller Professor, Biel efeld Universit y editor @publisher.ag ency https://publishe r.agency/ «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 3 Table of Contents Pedagogic al Sciences USING OF D IGITAL PLATFORMS AMONG T EACHERS TO TEACH ENGLISH THROUGH INTERACTIVE TOO LS ... .... ...... ... ...... ....... ... ...... ... 8 T ALAPOVA A.K. E STAEVA A.E. EFFECTIVE METHODS FOR TEACHING ENGLISH TO YOUNG LEARNERS ..... ... ....... ...... ... ...... .... ...... ... ...... ....... ... ...... ... ....... ...... ... ...... .... .. 17 N URAN M URSHUD ZADA INVESTIGATING THE EFFECTIV ENESS OF USING AUTHENTIC MATERIALS TO TEACH VOCABULARY IN VARIOUS CONTEXTS ..... ... .... 21 D.M.B EKEN THE USE OF AUTHENTIC MAT ERIALS F OR DEVELOPING SKIMMING READING SK ILLS IN BASIC SECOND ARY EDUCATION .. .... ...... ... 26 T URSYNALI A IS ANA N URLANKYZ Y Z HUMABEKOV A G ALIYA B AISK ANOVNA APPLICATION OF UNIVERSA L DESIGN FOR LEARNING (UDL) PRINCIPLES IN O RGANIZING INTERESTING EXP ERIMENTAL TASKS IN HIGH SCHOOL PHYSICS LESSONS ..... ... ....... ... ... ...... ... .... ...... ... ... ....... ... ...... ... ... ....... ... ... ...... ... ....... ... ... ...... .... ... ...... ... ....... ... ... ...... ... ... ....... 34 A.E. Y ERLIK A.A. R AKHAD YL Z H .T. K AMBAROV A INCLUSIVE EDUCATION: CHALLEN GES AND SOLUTIONS F OR LANGUAGE TEACHERS .. ... ...... ...... .... ...... ... ...... ....... ... ...... ... ....... ... ...... ... 38 C HAKANOVA A I ZHAN M YRZAKHANOV A D. TEACHING AUDIOVISUAL PERCEPTION THROUGH ENGL ISH-LANGUAGE ANIMATED FILMS IN PRIMAR Y FOREIGN LANGUAGE EDUCATION ... ...... ... .... ...... ... ... ....... ... ...... ... ... ....... ... ... ...... ... ....... ... ... ...... .... ... ...... ... ... ....... ... ...... ... ... ....... ... ... ...... .... ...... ... ... ....... ... ... ...... ... .. 44 L AYBEK J ANSULU R AKHMANBERDIK YZY Z HUMABEKOV A G ALIYA B AISK ANOVNA B AINESH S HOLP AN B ORANTAIK YZY THE ROLE OF AUD IO GAMES IN EARLY FOREIGN LANGUAGE EDUCATION ..... ... ...... ....... ... ...... ... ....... ...... ... ...... .... ...... ...... ... ....... ... ...... . 50 R OZIEVA M ALIKA M AMEDZHA NOVNA Z HUMABEKOV A G ALIYA B AISK ANOVNA B AINESH S HOLP AN B ORANTAIK YZY THE ROLE OF ARTIFICIAL INTELLIG ENCE IN FOREI GN LANGUAGE LEARNING: EXPLORING CHATG PT’S P OTENTIAL FOR ENHANCING SPEAKING AND LISTENING SKILL S .......... ... ...... ... ... ....... ... ... ...... ... ....... ... ... ...... .... ... ...... ... ...... .... ... ...... ... ... ....... ... ...... ... .... ...... ... ... ...... .... ... . 56 M YRZAKHANOV A D.S. T OLEN M. PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR D ESIGNING A PROFESSIONALLY ORIENTED EDU CATIONAL TRAJECTORY FOR FUTURE TEACHERS ...... .... ...... ... ... ...... .... ... ...... ... ... ....... ... ...... ... .... ...... ... ... ...... .... ...... ... ... ....... ... ... ...... ... ....... ... ... ...... ... .... ...... ... ... ....... . 64 S ARBASOVA A IG UL D AULETBAKOVN A K UTTYBEK A IDA K UTTY BEKKYZY ДЕНЕШЫНЫҚТ ЫРУ ПӘНІН ЦИФРЛЫ Қ ТЕХНОЛОГИЯМЕН ИНТЕГРАЦИЯЛАУ МҮМКІНДІКТЕРІ ..... ... ....... ...... ... ...... .... ...... ... ...... ..... 71 Д.К. Ж АНУЗАКО ВИЧ ANIMATION AS AN EFFECTIV E TOOL FOR E NHANCING STUDENTS’ SPEAKING ABILITIES .. ....... ... ...... ... ....... ... ...... ...... .... ...... ... ...... ...... 7 3 S AIN A SSYLAY B AK YTZHANK YZY Z HUMABEKOV A G ALIYA B AISK ANOVNA THE ROLE OF ACADEMIC WRITING IN MODERN HIGHER E DUCATION: TOWARD A MANDATORY DISCIPLINE ...... .. .... ......... ....... ...... 79 G ULBANU A UBAKIRO VA Y EVGENIY G UCH SHIN OPPORTUNITIES FOR D EVELOPING BOOK INTEREST AMONG SENIOR PRESCHOOL CHILDREN THROUGH DIGITAL TECHNOLOGIES ..... ...... .......... ......... .......... ...... ...... .......... ......... .......... ......... ....... ...... ......... .......... ......... ....... ...... ......... .......... ......... .......... ...... ....... ......... ....... 82 A SKAROVA A.A. A KMADI M.A. ПОДДЕРЖКА УЧАЩИХСЯ В ХОД Е РАБОТЫ НАД П РОЕКТОМ ..... .......... ...... ......... ....... ......... ....... ......... ...... .......... ...... .......... ...... ......... . 98 К АСЫМБАЕ ВА Б АХЫТ А ЙТКЕН ОВНА A BIBLIOGRAPHIC ANALYSIS OF DEV ELOPING ENVIRONMENTAL CULTURE IN SENI OR PRESCHOOL CHILDREN THROUGH GAMIFICATION TECH NO LOGY .......... ......... .......... ......... ...... ....... ......... .......... ......... .......... ...... ...... .......... ......... .......... ......... ....... ...... ....... 102 A MAN P.B. B AIKULOVA A.M. SITUATIONAL TASKS AS A MEANS OF D EVELOPING HISTORICAL MEMORY AND PATRIOTISM ...... ......... ....... ......... ....... ......... ...... .... 116 V ASILYEV K IRIL L I VANOVICH APPLICATION OF DIGITAL EDUCATIONAL ADVERTIS ING IN MATHEMATICS EDUCATION IN SCHOOLS IN KAZAKHSTAN . .... .......... .. 122 M AIRA K ENZHEB AYEVA THE IMPACT OF SOCIAL NETWORKS ON F OREIGN LANGUAGE LEARNING ...... .......... ...... ......... ....... ......... ....... ......... ...... .......... ...... .... 125 M YRZAKHANOV A D INARA Y ESSENGE LDIYE VNA N URBOSYN A KNI E T A BDIKADYRKY Z Y N URKADIL N URSUL U T ASHKE NBAYKYZY AZƏRBAYCANIN PEDAQOJI FIKIR TARIXINDƏ S EYID ƏZIM ŞIRVANI IRSI ....... ......... ...... .......... ...... .......... ...... ......... . ...... ......... ....... ........ 140 İ SMAYILOVA A I ŞƏNUR R AFIQ QI ZI NƏZƏRİ VƏ TEXNOLOJİ İSTİQAMƏTLƏRİN REAL PED AQOJİ PROSESƏ DAXİL EDİLMƏSİ VARİANTLARININ İŞLƏNİLMƏSİ ......... ...... .. 143 S EVINC İ LQAR QIZI K ƏRIMOVA Proceedings of the 11th International Scienti fic Conference 4 HEALTHY LIFESTYLE: CONCEPT AND I MPORTANCE ......... ......... .......... ...... .......... ...... ......... ....... ......... ...... .......... ...... .......... ...... ......... .... 152 M AZANOV İ BRAHI M M EHRƏLI OĞ L U H ÜSEYNOV Q AFUR B ƏYVERDI OĞLU E YVAZLI G ÜNEL R A SIM QIZI USING INTERACTIVE TECHNOLOGIES IN F OREIGN LANGUAGE EDUCATION .. ...... .......... ...... ......... . ...... ......... ....... ......... ...... .......... ..... 159 A RMIYABEKOVA A KBOTA E RTISKY Z Y Z HUMABEKOV A G ALIYA B AISK ANOVNA THE EFFE CTIVENESS OF ONLINE PLATFORMS IN DEVELOPING SPE AKING SKILLS IN EFL CLASSROOMS ......... ...... .......... ...... ......... ... 164 K ANATBAYEVA A KTOTY T ALGATOVN A S EMBAEVA Z HAN AGUL K OSTAN AYKYZY LEARN FOREIGN LANGUAGE BY ANIMATION FOR PRESCHOOL LEAR NERS ......... .......... ...... .......... ...... ......... ....... ......... . ..... .......... ...... . 182 S EMBAEVA Z H . T URASH A. THE EFFE CTIVENESS OF MNEMONIC STRATEGIES IN DEVELOPING E NGLISH VOCABULARY IN PRIMA RY SCHOOL LEARNERS ....... 187 L ES S ABINA R YS BEKKYZY N. S. I SKAKOV A LES PARTICULARITES METHODOLOGIQUE S DE L’ENSEIGNEMENT DU FR ANÇAIS EN TANT QUE DEUXIEME LANGUE ETRANGERE192 R AIGUL B ISSEN B IYEVA K ULYASH D UISEKOV A U LASH B OBOY E V DEVELOPING PHONETIC SKILLS THROUGH AUD ITORY AND VISUAL MATERIAL IN PRIMARY FOREI GN LANGUAGE TEACHING ..... . 196 T URGYMBAI K AMIL A Z HANA BAYKYZY Z HUMABEKOV A G ALIYA B AISK ANOVNA B AINESH S HOLP AN B ORANTAIK YZY THE MODEL OF A MODERN F OREIGN LANGUAGE TEACHER: A THEORETICAL AND CONCEPTUAL ANAL YSIS ..... .......... ...... ......... . ... 200 K UMARBEK A RUZH AN M UKHTAR OVNA A KHMETOVA G ALIY A S HAMILEVNA FORMATION OF FOREIGN LANGUAGE COMMUNICATIV E COMPETENCE IN THE PROCESS OF TEA CHING FOREIGN LANGUAGES 205 SARIEVA ASSEMGUL KYDYRBAEVNA FORMATION OF THE COMMUNICATIVE COMPETENCE OF PRIMARY SCHOOL STUDENTS BY MEANS O F R OLE-PLAYING GAME S . 209 I DEYATOVA A DELIYA N URLYBEKOVN A A KHMETOVA G ALIY A S HAMILEVNA INCORPORATING GAMIFIED LANGUAGE APPS FOR GRAMMAR INSTRUCTION IN FOREIGN LA NGUAGE LEARNING ... ...... . ...... ....... 216 M ATAY N URAY M AN ARBEKKYZY A KHMATOVA G ALIY A S HA MILEVNA ACADEMIC LITERACY AND WRITING IN UNIVE RSITIES OF KAZA KHSTA N: TREN DS, PROBLEMS AND DIRECTIONS OF DEVELOPMENT ..... ...... .......... ......... .......... ...... ...... .......... ......... .......... ......... ....... ...... ......... .......... ......... ....... ...... ......... .......... ......... .......... ...... ....... ......... ..... 222 G ULBANU A UBAKIRO VA I GEMBAYEVA M ALIKA МЕКТЕПТЕ FLY CARPET HUMAN (ҰШАТЫН КІЛЕМДЕГІ АДАМ) КЕҢ ІСТІК (ЭЗОТЕРИКАЛЫҚ) ТУРИЗМІН ДАМЫТУ СТРАТЕГИЯЛАРЫ ......... ......... .......... ......... .......... ......... ...... ....... ......... .......... ......... .......... ...... ...... .......... ......... .......... ......... ....... ...... ......... . 228 М УХАМЕДРАХИ М К УРСАБА ЕВ M АКПАЛ К УАНЫ ШБАЕВА А КМАРАЛ С ЫДЫК Ш ОЛПАН А ЛИБ ЕКОВА А ЙНУР А ЯГАНОВ А ÜMUMİTƏH S İL MƏKTƏBLƏRİNDƏ İNF ORMATİKA FƏNNİNİN TƏ DRİS İNDƏ İNNOVATİV METODLARIN TƏTBİQİ .......... ......... ...... .... 241 A BIŞOVA T ƏYYIBƏ M Ə ZAHIM QIZI DEVELOPING COGNITIVE SKILLS OF PRESCHOOL CHILDREN THROUGH NEUROPE DAGOGICAL TECHNOLOGIES .......... ......... ....... ... 247 S EILKHANOVA N.M. Z HUBANDYKOV A A. CORRECTION AND DE VELOPMENT ACTIVITIES AS A TOOL FOR ENH ANCING COMMUNICATION SKILLS IN PRESCHOOL CHILDREN WITH AUTISM SPECTRUM DISORDERS ...... ......... .......... ...... ...... .......... ......... .......... ......... ...... ....... ......... .......... ......... .......... ...... ...... ........ 260 B EIBITKYZY A. Z HIGIT BEKOVA B.D. GAME-FACILITATED DEV ELOPMENT OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN BASIC SCHOOL STUDENTS ......... .. 277 A KNUR A MANGE LDINA Z HUMABEKOV A G ALIYA B AISK ANOVA THE `RANDOMIZER` WEB SERVICE F OR FAIR AND EFFECTIVE F ORMA TIVE ASSESSMENT IN SE NIOR SCHOOL ...... ...... . ...... ......... .... 284 A BDIRAKHMANOV A A IKHAN D ARKHA NO VNA Z HUMABEKOV A G ALIYA B AISK ANOVA INTEGRATION OF CONTENT AND LANGUAGE INTEGRATED LE ARNING (CLIL) IN SECONDARY EDUCATION ... ...... .......... ...... ......... .. 291 B AZARBAYEV A A RUZHAN PHYSICS TOPICS: TRANSFORMING D EMONSTRATION METHODS FROM CLASSICAL EXPERIMENTS TO DIGITAL SIMULATION ..... . 298 R YBYKOVA S.R. K APTAGAY G. GENDER DIFFERENCES IN ENGLISH LANGUAGE USE ....... . ..... ......... ....... ......... ....... ......... ...... .......... ...... .......... . ..... ......... ....... ......... ....... 308 B AYZAK S AGYNY SH N URGALIKY ZY M YRZAKHANOV A D. Economic Sciences ЖИЗНЕННЫЙ ЦИКЛ УПРАВЛЕНИЯ МАРКЕТИНГОВЫМ ПРОЕКТОМ ..... .......... .. .... .......... ...... ......... ....... ......... ...... .......... . ..... .......... .. 312 Н УРЛАНОВ Д АСТАН Н ҰРЛАНҰЛЫ «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 5 КЛАССИФИКАЦИЯ И ПРИМЕНЕНИЕ ЦИФРОВЫХ ТЕХ НОЛОГИЙ В АУДИТЕ: ОПЫТ КИТАЯ ...... ...... .......... ...... ......... ....... ......... ...... 322 Л ИНЬ С ЭНЬ С ЕРИКБАЕВА С.Г. ҚЫЗМЕТ КӨРСЕТУ САЛАСЫНДАҒЫ КІРІСТЕР МЕН ШЫҒЫ СТАРДЫ ЕСЕПКЕ АЛУ: ЕРЕКШЕЛІКТЕРІ МЕН ТӘ ЖІРИБЕСІ ...... ...... .... 329 Т ОҚАН Е. Б АТЫРШАЕВА А. М. Ж АНТАЕВА А. А. ОСОБЕННОСТИ ФОРМИРОВАНИЯ СЕ БЕСТОИМОСТИ В СТРОИТЕЛЬНОЙ ОТРАСЛИ ..... .......... ...... ......... ....... ......... ....... ......... ...... 335 С. Г. С ЕРИКБА ЕВА А. С. Ш ЫҢҒЫС MECHANISMS FOR ENHANCING THE TRANSPARENCY AND E FFECTIVENE SS O F PUBLIC ADMINISTRATION IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT OF THE MAN GYSTAU REGION .. ....... ......... ...... .......... ...... .......... ...... ......... ....... ......... ....... ......... ...... ...... 339 A BDIEVA S.R. S AIMAGAMBETOVA G.А. P ERNEBEKKY ZY N. ФОРМИРОВАНИЕ И РАЗВИТИЕ ИНТЕГРИРОВАННОЙ МОДЕЛИ ГО СУДАРСТВЕННОГО И МЕСТНОГО УПРАВЛЕНИЯ НА ОСНОВЕ ЭКОСИСТЕМНОГ О ПОДХОДА ........ .......... ......... .......... ......... .......... ...... ...... .......... ......... .......... ...... ....... ......... ......... .......... ......... ....... ..... 345 Б АКЫТЖАНОВА М ИРА Б АКЫТЖАНО ВН А С АУБЕТОВА Б ИБИГУЛ Ь С УЛЕЙМЕНО В НА П ЕРНЕБЕКҚЫЗЫ Н ҰРГҮЛ НЕЙРОКОГНИТИВНЫЕ МЕХАНИЗМЫ СТРАТЕГИЧЕСКОГО HR-МЕНЕДЖ МЕНТА: ВЛИЯНИЕ КОГНИТИВНЫХ ИСКАЖЕНИЙ НА УПРАВЛЕНИЕ ПЕРСОНАЛОМ ......... ......... .......... ......... ...... ....... ......... .......... ......... ...... ....... ......... .......... ......... .......... ...... ...... .......... ......... 353 Т ОМИРИС О РАЗОВ А АВТОМАТИЗАЦИЯ HR ДЕЯТЕЛЬНОСТИ НА ОСНОВЕ ВНЕДРЕНИЯ ИСК УССТВЕННОГО ИНТЕЛЛЕКТА ..... ......... ....... ......... ....... ..... 363 Т ОМИРИС О РАЗОВ А ҚЫЗМЕТКЕРЛЕРДІҢ МАНСАПТЫҚ Ө СУІН БАСҚАРУ ...... ...... .......... ...... ......... ....... ......... ....... ......... ...... .......... ...... .......... ...... ......... .. .... 372 Т УЛЕКОВА Г.Х. Б ЕКМҰРАТ Ж ІБЕК Р АУ АНҚЫЗЫ ҚAЗAҚСТAН РЕСПУБЛИКAСЫНД AҒЫ ТУРИЗМ СAЛAСЫН ДAМЫТУДAҒЫ МЕМЛЕК ЕТТIК БАСҚАРУДЫҢ НӘТИЖЕЛІЛІГІ ...... .. .. 378 Ж ЕТПИСБАЕВ А М УХТАРИМА К АСКАТА ЕВНА И ГЕМБAЕВA М AЛИК A Ж УМГAР AШИДОВНA АГРОБИЗНЕСТІҢ ИННОВАЦИЯЛЫҚ БЕЛСЕНДІЛІГІН АРТТЫРУДЫҢ ШЕ ТЕЛДІК ТӘЖІРИБЕСІ .......... ......... ...... .......... ...... .......... ..... 388 Т АЖИЕВА И НДИР А Т АРГЫНО ВНА П ЕРНЕБЕКҚЫЗЫ Н ҰРГҮЛ Literatur e AZƏRBAYCAN FOLKLORU QƏDIM FR ANSIZ MƏNBƏ LƏRINDƏ .......... ......... ....... ......... . ..... .......... ...... .......... ...... ......... ....... ......... ....... .... 393 Ə KBƏROVA Ə SMAY Ə B ƏXTIYAR QIZI Geographic Sciences ЭКСПЕДИЦИОННЫЕ МЕТОДЫ ИССЛЕДОВАНИЯ РАССЕЛЕНИЙ .......... ......... ...... .......... ...... .......... ...... ......... ....... ......... ...... .......... ..... 397 Т АГИРОВ Р АМИЗ Т АГИР ОГЛУ `CLEANAIR EDU` – МЕКТЕП СЫНЫБ ЫНДАҒЫ АУАНЫ ТАЗАРТУҒА АРНАЛҒАН АҚЫЛДЫ Қ ҰРЫЛҒЫ .......... ......... ....... ......... ...... ..... 403 Б АҒАШАРОВ Б АҚЫТН Ұ Р М АМЫРХАН Д ІН МҰХАММЕД С АТЫБАЛДИ ЕВА А ЙЖАН YER KÜRƏSININ QALXANI: MAQNITOSFER ........ .......... ......... .......... ......... ....... ...... ......... .......... ......... .......... ...... ....... ......... ......... .......... .. 412 Ə LIYEVA Ş ƏFƏQ M Ə MMƏD QIZI Physical and Mat hematical Sciences ARAB THINKERS AND THE E ARLY CONCEPTS OF ARTIFICIAL INTELLIGENCE ..... ......... ....... ......... ...... .......... ...... .......... ...... ......... ....... ... 414 N.K. M ANABAYEV K.K. M USTAFINA ӨНДІРІС ЖЕЛІЛЕРІ Н ЦИФРЛАНДЫРУ Ж ӘНЕ ИНТЕЛЛЕКТУАЛДЫ БАСҚАРУ ЖҮЙЕ ЛЕРІ .. ...... .......... ...... .......... ...... ......... ....... ......... 417 А САН Е РЖАН Д ЖУЛАЕВА Ж АЗ ИРА Т УЛЕГЕНОВН А Д ЖАМАНБАЕВ М УРАТКАЛИ А Б ЕНОВИЧ Historic al Sciences ECONOMIC RELATIONS OF THE SAFAV ID STATE WITH VENICE AND PORTUGAL IN THE 16TH CENTUR Y .. ...... .......... ...... ......... ....... . 421 OSMANOVA NUBAR ILGAR Philolog ical Sciences ҚАЗАҚ ТОПОНИМДЕРІНІҢ ҚАЛЫПТАСУЫНА ТҮРКІТІЛДЕС ХАЛЫҚТАРДЫҢ ӘСЕРІ ......... ......... ...... .......... ...... .......... ...... ......... ....... 425 Н.А.А БДР АХЫНОВА MOBILE APPLICATION FOR DEV ELOPING SPEAKING SKILLS: A BIBLIOMETRIC REVIEW ....... ...... .......... ...... ......... .. ..... ......... ...... ......... 435 K UDAIBERGEN A. A. A KMADI M.A. FORMATION OF ACADEMIC LITERACY AMONG MASTER’S STUDE NTS IN THE PROCESS OF STUD YING A FOREIGN LANGUAGE FOR PROFESSIONAL COMMUNIC ATION ..... ...... .......... ......... .......... ...... ...... .......... ......... .......... ......... ....... ...... ......... .......... ......... .......... ...... ..... 444 S ANIYA K YDYRM ANOVA G ULBANU A UBAKIRO VA Proceedings of the 11th International Scienti fic Conference 6 GENDER -SPECIFIC FEATURES OF THE TRANSLATION OF PRONOUNS IN LITERARY TEXTS ...... ...... ...... .......... . ..... .......... ...... .......... ..... 447 A IDA B ERIKOVN A S ADUAKASSOVA CHILD LANGUAGE ACQUISITION: A COMPREHENSIVE S CIENTIFIC REVIEW ......... .. .... .......... ...... .......... ...... ......... ....... ......... . ..... .......... 453 A SMAR K ARIMLI Medical Sc iences OPTIMISATION OF GERONTOLOGICAL CARE IN THE HEALTHCARE SY STEM OF THE CITY OF ASTANA ... ...... . ..... .......... ...... .......... .... 457 S HVARTS D.V. I SKAKOVA S.A. REACTIVITY OF THE CEREBRAL HEMODYNAMICS IN PATIENTS WIT H TENSION-TYPE HEADACHE ........ .......... ...... ......... ....... ......... ... 459 K ALASHNIKOV V ALERIY Y OS YPOVYCH ШАЛА ТУЫЛҒАН БАЛАЛАРДА МИ ҚА РЫНШАЛАРЫНА ҚАН ҚҰЙЫЛУДЫҢ (ҚІҚ) НЕВРОЛОГИЯЛЫҚ САЛДАРЫ ...... ...... .......... ... 462 К АЛДЫБАЕ ВА Н АЗИРА Б АТЫРБ Е КОВНА LARYNGEAL CANCER: CURRENT PROBLEMS AND METHODS OF THEIR SOLUTION ..... ....... . ..... ......... ....... ......... ....... ......... ...... .......... . 468 A RMAN K HOZHAYEV A IBEK K ADYR ZHANOV D AULET A BDIKAIY M N AZIYA M EDEUOVA S HERZAD K ADIROV A IZHAN T LEUBAY S ALTANAT S ATTAR B EKOVA G ALIYA Y ERN AZARKYZY P ERIZAT Y ERGESHO VA A IGERIM A BDUALIKY Z Y Z ERE A LIMGALIYEV A Technic al Sciences COMPARATIVE ANALYSIS OF MOVING OBJECT INTERCEPTION ALGORITHMS ON PLANAR AND CURVED SURFACES USING NONLINEAR DIFFERENTIAL EQUATIONS ......... .......... ...... ...... .......... ......... .......... ...... ...... .......... ......... .......... ......... ....... ...... ......... .......... .. 480 Y ESSENOV N. Y AGUB N. A L IYEV STUDY OF CHEMICAL ELEMENTS IN T HE COMPOSITION OF THE SHUBARKOL COAL BY X-RAY FLUORE SCENCE METHOD ...... ....... 490 B AIMOLDA D L ENNIK S D IDARBEK P PYTHON AND BIG DATA TECHNOLOGIES FOR DEVELOPING ADAPTIVE SMART EDU CATIONAL PLATFORMS .......... ......... .......... ...... 495 O MAROVA S HOLP AN E MBERG ENOVNA A BDRAKHMANOVA S VETLAN A V LADIMIROVNA ORTA MƏKTƏB ŞAGİRDLƏRİNDƏ TEXNOLOGİYAYA BAĞLILIQ ...... ...... .......... ...... ......... . ...... ......... ....... ......... ...... .......... ...... .......... ...... .. 502 P ƏNAHOVA İ LKAN Ə M ÜBARIZ QI ZI USING ARTIFICIAL INTELLIGENCE IN SCIENTIFIC ARTICLE WRITING: A SYSTEMATIC AND BIBLIOMETRIC R EVIEW ...... ...... .......... ..... 507 T OKSABA S.A. I SSAYEV S.A. YANACAĞIN DƏYİŞMƏSİNİN GƏMİ DİZELLƏRİNİN EFF EKTİV GÖSTƏRİCİLƏRİNƏ TƏSİRİ .......... .. .... .......... ...... ......... ....... ......... ....... .... 518 Ə LIVAHID A ZƏR OĞ LU Ə LIY EV ВОПРОСЫ ОЦЕНКИ СУММАРНОГО ФЛУОРЕСЦЕНТНОГО СИГНАЛ А ИНДУЦИРОВАННОГО ЛАЗЕРНЫ М ЛУЧОМ В ПОЧВЕ, ЗАГРЯЗНЕННОЙ НЕГОМОГЕННЫМ ОБРАЗОМ НЕФТЯННЫМИ УГЛ ЕВОДОРОДАМИ ........ ...... .......... ...... .......... ...... ......... ....... ...... 524 И СКЕНДЕРЗАД Е Э ЛЬЧИН Б АРАТ ОГЛЫ А ЛИВЕРДИЕВ Ш АМИЛ Н АЗИР ОГЛ Ы К ЕРИМОВ Г АДИР М УХТАР ОГЛЫ А ЛИЕВА Х УМАР С АБИР КЫЗЫ Philosophical Sciences ОТЧУЖДЕНИЕ В ЦЕНТРЕ ФИЛОСОФСКОГО ДИСКУРСА ......... ......... ...... .......... ...... .......... ...... ......... ....... ......... ....... ......... ...... .......... .... 529 К АБАЕВА Ж.А. Psychologic al Sciences ŞAGİRDLƏRİN DAXİLİ VƏ XARİCİ MOTİVASİYASININ MÜQAYİSƏ LI TƏHLİLİ......... ......... ....... ......... ...... .......... ...... .......... . ..... ......... ....... .. 533 R AMAZANOVA K. ACCESSIBILITY OF HIGHER EDUCA TION FOR RURAL SCHOOL GRADUATES: AN ANA LYSIS OF EDUCATIONAL TRAJECTORIES BASED ON STATISTICAL D ATA ....... ...... .......... ......... ......... .......... ...... ....... ......... .......... ......... .......... ...... ...... .......... ......... .......... ......... ...... ....... ....... 539 S HAKENOV D. S. S ARYBAYEVA I. S. RELEVANCE OF PSYCHO-EMOTIONAL DISORDER S IN MODERN SO CI ETY: EPIDEMIOLOGY, CAUSES, AND SOCIAL CONSEQUENCES ..... ...... .......... ......... .......... ...... ...... .......... ......... .......... ......... ....... ...... ......... .......... ......... ....... ...... ......... .......... ......... .......... ...... ....... ......... ..... 548 ABDULLAEV MEDET SABIRBAEVICH KHAMITOVA AKZ HONAS ERMEKOVNA «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 7 Legal Sciences CORPORATE BANKRUPTCY UNDER THE LEGISLATION OF KAZAKHST AN: PROBLEMS AND SOLUTIONS ....... ...... .......... . ..... ......... ...... 554 V ESELSKAYA N ATALIA R O MANOVNA A KAN M ARAL R Y MKHANKYZY DEVELOPMENT OF THE LEGAL BASIS OF KAZAKH STATEHOOD: FROM THE KHANATE TO THE PRES IDENCY ...... ......... ....... ......... .... 559 A BDELAZIM I SMAI L Political Stu dies GREEN HYDROGEN A S A GEOSTRAT EGIC DOMAIN OF COOPERATIO N BETWEEN KAZAKHSTAN AND THE GULF STATES ........ ....... 566 P ROFESSOR S AA D T WAISSI Chemical Scienc es ИССЛЕДОВАНИЕ НОВЫХ МЕТОДОВ ОЦЕНКИ В ПРЕПОДАВАНИИ ХИМИИ ........ .......... ...... ......... ....... ......... ....... ......... . ..... .......... ... 570 А ЙНУР Т ЕЙЮБ КЫЗ Ы М АМЕДОВА Г ЮНЕЛЬ Х АФИЗ КЫЗЫ Д ЖАФАРЛИ СИНТЕЗ И СВОЙСТВА КОМПЛЕКСОВ ОРГАНИЧЕСКИХ ЛИГАНДОВ С СОЛЯМИ CU(II) .......... ......... . ...... ......... ...... .......... ...... .......... 573 А ЙНУР Т ЕЙЮБ КЫЗ Ы М АМЕДОВА Biological Sciences SELF-REGULA TED MAGNETIC HYPERTHERMIA USING CURIE-TEMPERATURE TUNABLE NANO MATERIALS: DEV ELOPMENT OF NI- CU AND LA₁₋ₓAGₓMNO₃ NANOALLOYS WITH BIOCOMPATIBLE COAT INGS FOR CANCER THERAPY..... ....... ......... ...... .......... ...... ........ 576 A RCHIL C HIRAKAD ZE N ODAR M ITAGVARIA N ELI M AKHVILA DZE T EIMURAZ C HUBI NISHVILI N ODAR S ULASHVI LI A LBIN V ARGHESE V INEETA A NISH A THEENA P HILIP R E NNY G IORG I P ALAVANDISHVILI K HTUNA T SEROD ZE K AKHA G ORG ADZE N ANA KHUSKIVA DZE D AVID A PHKHAZAVA COGNITIVE DEVE LOPMENT OF SCHOOL CHILDREN: THE INTERRELATIONSHIP BETWEEN BIOLOGICAL RHYTHMS AND VITAMINS 628 E RKINBEK G.M. K YRBASSOVA E.A. Jour nalism КОММУНИКАЦИОННЫЕ И МАРКЕТИНГОВЫЕ МОДЕЛИ ПРОДВИЖЕНИЯ КИНО ......... ....... ......... ....... ......... ...... .......... . ..... .......... . 638 О МИРБАЕВА Ж АНИЯ Ж ЕКСЕНАЛЫКЫ З Ы Religious Studies YOUTH TRUST IN ISLAMIC BANKING: DE VELOPMENT POTENTIAL ...... ...... .. .... .......... ...... .......... ...... ......... ....... ......... . ..... .......... ...... ..... 647 B EKMUKHANB E TOV N.R. B ALTYMOVA M.R. Proceedings of the 11th International Scienti fic Conference 8 Pedagogical Sciences U s i n g of D i g i t al P l a t f o r m s a m o n g T e a c h e r s t o T e a c h E n g l i s h t h r o u g h I n t e r ac t i v e T o o l s Talap ova A.K. Master of Pe dagogi cal sci ences, Kaz akh Ablai K han Univ ersity of I nternatio nal R elations and Worl d Langu ages , Almaty , Ka zakhst an Esta eva A .E. 4th year st udent, K azak h Ablai Kha n Unive rsity of I nternati onal R elations and W orld Languages, Al maty, Kazak hstan Abstr ac t This arcle in ves g ates the eﬀ ecveness of di git al pl a orms in enhancing English language teaching and learning. Gr ounded in the principles of Co mputer -Assisted La ngu age Learning (CALL) and digit al pedag ogy , the s tudy explores how in ter acve t ools s uch as K ahoot, Quizlet, Duolingo , and Google Classroom support s tud ent eng agement, movaon, and langua ge proﬁciency . A quant ave res earch design was employed, usi ng an on line sur vey dis tr ibut ed to 20 parcipan ts , includin g senior univer sity stud en t s a nd Eng lish teacher s in K az ak hs t an . The survey incorpor ated Li k er t - scale and mulple-choice quesons t o e xamine parcipan ts’ percep ons of the beneﬁts, challenges, and pedagogical applicaons of digital pla orms in EFL ins trucon. The ﬁndings r ev eal that digital tools con tribute to increased learner mova on, ac ve parcipaon, and individualiz ed learning opp ortunies. Howev er , the study also idenﬁes challenges such as insuﬃcient techni cal infr as t ructure, limited teacher tr aining , and curriculum misalignment. Over all, th e r esearch hi ghlights the transf ormav e pot enal of digital pl a  orms in promo ng int er acve a nd learner -center ed English educaon, emphasizing th e need f o r ins tuonal sup port and prof essi onal developmen t to ensur e the ir eﬀ ecve implement aon. K ey word s : Digit al pla orms; English language teaching; Comp u ter -Assisted Language Learning (CALL); online learning; g amiﬁcaon; teacher training;digit al literac y . Intr oducon In this reg ard, the integr aon of digital pla orms in English language teaching has gain ed increasing r elev ance. Digital too ls such as K ahoot, Qu izlet, Duolingo , G oogle Cl assroom, and E dmodo provide teachers with innova ve opportunies to crea te inter ac ve lessons that promote learner eng agement and colla bo ra on. These pla  orms support visual an d auditory learning, immedia te f eedback , and gamiﬁed e xperiences that mova te studen ts to parcipat e acvely . They also allow teachers to individualize learning and track student pro gress eﬀ ecvely , thus enhancing b oth teaching e ﬃci ency and l earning outcomes. In p r acce, digital pl a orms enable a wide vari ety of acvies - fr om o nline quizzes and vocabulary g ames to virtual discussions and pronunciaon ex er ci ses. Through these tool s , studen ts can pracce authenc communica on, d evelop lingui sc sk ills, and g ain conﬁdence in u sing English in r eal conte xts . Studies in educa onal technology hav e demons trat ed that learners exposed to digit al learning en vir onmen ts exhibit higher mova on, increased parcipaon, and improved r eten on of ma terial comp ar ed t o tradional classroom s engs. (Bea y , K. 201 3. T eaching and R esearching Computer -Assist ed La nguage Learning. R outledg e.) «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 9 Never the less, despite th e signiﬁcant advan t a ges of digital pla orms, their use in educaonal ins tuons sll faces ce rt ain ch alleng es. One of the main diﬃcules is the lack of technical infr astructur e in some schools, including insuﬃc ient access to computer s or st able int ernet connecons. Addionally , so me teacher s lack the digit al liter acy and tr aining necessary to int egr at e these pla orms eﬀ ecvely into the teachi ng process. Furthermore, curriculum design and assessment methods are o en not ada pt ed to inter acve, technology -based learning models. (Godwin-Jones, R. 20 18. Emerging T echnologies: Usi ng Mobile App s f or Language Learning. Language Learning & T echnology , 22( 3), 2–11.) The aim of this study is to inv es ga t e how teacher s use dig it a l pla orms to teach English through int er acve tools and to determ ine their eﬀ ecveness in impr oving stude nts’ eng agemen t and language pr oﬁciency .Based on this, th e r es ear ch objecves ar e: 1. T o analyz e the theore ca l f o undaons and peda gogical ben e ﬁts of using digit al pla orms in English language t eaching. 2. T o idenfy the challenges teachers f ace in integ ra ng digital tools into Englis h i nstru con. 3. T o explor e stra tegies tha t enhance the e ﬀ e cve use of digit al pla orms to promot e student mova on and p erf orma nce. The resear ch ques on g uiding this s tu dy is: What are teacher s’ per cepons of the eﬀ ecveness of digit al pl a  orms in impr oving Engl ish teaching an d learning outcomes? Thus, the r el ev anc e of t his topic s tems fr om the gr owing need to moder nize English languag e teaching by integr ang digit al technologies that en hance communica on, crea vity , and learner autonom y . Exp loring teachers’ exper ienc es and atudes towar d using d igit al pla orms will not only br oaden under s t an ding of the pedag ogical po ten al of these tools but also contri bute to devel o ping str at egies for th eir mor e eﬀ ecve applicaon in educa on. Liter ature R eview The integr aon of digital pla orms into langu age educaon has been w idely r ec ogniz ed as a trans f orma ve approa ch that r eshapes tradional t eaching methods. It aligns wi th the principles of Computer -Assi st e d L ang uage Lea rning (CALL), which emphasi z es technology -mediated int er acon, f eedback, and learner - cent er ed educa on. Over the past two decades, numer ous r esear ch ers ha ve explor ed the poten al of d igital tools to enhance ling uis c competen ce and eng agem ent in E nglish as a Foreig n Lan guage (EFL) classrooms. Mar c Pr ensky (2001) intr oduced the con ce pt of “ digital naves, ” re f erring to a gener aon of learner s who grew up with t echnology and ther ef ore e xpect learning to be in ter ac ve and technology -driven. He argued that teacher s must adapt their pedagogical methods to align w ith s tudents’ digital habits, making use of tools that promot e autonom y and immedia te inter acon. This noon laid the gr o un dwor k f o r digital ped agogy , suggesng that technology should not r eplace teaching but ra ther enrich it. K en Beay (2013) pr ovided one of the mos t com prehensiv e analyses of Computer -Assi st ed Language Lea rning (CALL), emphasizing that digital tools allow learner s to pracce language in r eal-lif e cont e xts and r eceive inst ant f eedback. Bea y highlighted that technology enhances learner independ ence, su pports mulmodal input , and facilit at es access t o authenc materi als, thereb y bridging t he g ap b etween classroom learn ing and real - worl d communica on. Another inﬂuenal scholar , Step hen Bax (2011), pr oposed the c o ncept of “ normaliz aon” in CALL - th e st age at w hich technology becomes an integr ated and natura l part of classroom learning. Bax ar gued that successful implemen t aon depends on t eacher con ﬁdence, appro priate training, and instuonal support. With out the se f actor s, digital pla orms may rem ain underused o r misapplied, r esulng i n superﬁcial eng ag eme nt r ather than meaningful learning. R esearch by Godwin-Jones (2018) f ocused on the growing role of mo bile-assi st ed languag e learning (MALL), exploring how s martphones and apps lik e Duolingo , Memrise, and Bu suu c rea te ﬂexible and port able lear n ing en vironmen ts . His ﬁn dings showed that mobile tools promot e Proceedings of the 11th International Scienti fic Conference 16 Beay , K. (2 013) . T ea ching and resear ching comput er -a ssist ed lang uage learning. R ou tledg e. Bicen, H., & Koc a k oyun, S . (2018). Det ermina on of univer si ty s tudents’ mos t pr ef err ed mobile applica on f or gamiﬁca on. W orld Jo urnal on Educ aonal T echnology: Curren t Issue s, 1 0(2), 84– 93. Godwin-Jones, R . (2 018). Emerging technologies: Us ing mobile apps f or l anguag e l earning. Language Learning & T echnology , 22( 3), 2–11. Hockly , N. (20 13). Digit al liter acies. EL T Journal, 67( 1), 80–84. Mo er am, G. (Ed.). (2013) . Innova ons in learning technologies f or English language t eaching. Brish C ouncil. Pr ensky , M. (2 001) . Digit al n av es, digital i mmigrants. On the Horiz on, 9(5), 1–6. R einders, H., & White, C. (201 6). 20 yea rs of autonom y a nd technology: How f ar hav e we come and where t o ne xt? Language Learning & T echnolog y , 20(2) , 143–154. W ang , A. I. (20 15). T he wear out eﬀ ect of a game-based s tudent response s ys tem. Computers & E duca on, 82, 21 7–227. «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 17 E F F E C T I V E M E T H O D S F O R T E A C H I NG E N G LI S H T O Y O U N G L E A R N ER S Nur an Mur shudz ada "Languages a nd t eaching te chnologies" d epar tment of Az erbaijan Sta te Pedagogica l Univ ersity, Sh eki branch , O R C I D : 0 0 0 0 - 0 0 0 2 - 3 1 9 4 - 3 2 5 0 ABSTRACT This paper explores effective methods for teaching English to y oung lea rners and emphasizes the importance of age-appropr iate, interactiv e, and learner-centered appr oach es . Young ch ildren acq uire language best through meaningful exposure, repe tition, and play-based activities rather than traditional grammar instruct ion. The stud y highlights th e role of songs, stories, games, visual aids, an d Total Physical Respon se (TPR) in enhanci ng vocabulary development, listening comprehension, a nd speaking skills. The paper also discu sses the importance of creating a positive and suppor tive learning environment that encour ages par ticipation and reduces anxiety. Teacher str ategies such as scaffold ing, modeling correct pr onunciation, and using real-life communication situ ations ar e examined. The fi ndings suggest that when teaching methods are adapted to chil dren’s cognitive and emotional needs, learner s demo ns trate higher motivation, better retention, and impr oved communicati ve competence in English. Key word s: young stud en ts, teac hing strategies, visuals, realia, TPR INTRODUCTI ON Teaching English to young st udents’ ca lls for uni que approach es tha t ta ke into account their social, emotional, and co gnitive development. Children learn languages in a different way than adults do; they rely less on aca demic grammar study and more on pl ay, imitation, listening, and conversation. As a r esult, teaching English to young student s should be i nteresting, relevant, and child-c entered. Good teaching strategies co ncentrate on fost ering a supportive lea rning atmosphere wher e kids feel enco uraged, safe, and co mfortable using the language. Songs, stories, games, role- playing, and visual aids are some of the a ctivities that assist students naturally co mprehend and retain new language and structur es. By encouraging kids to speak and listen in authentic situatio ns, these techniques also aid i n the develo pment of co mmunication skills. Effectiv e teaching str ategies for younger students also encourage collaboration, creativit y, and acti ve engagement. Teachers ca n kee p st udents' interest and make language lear ning succ es sful and pleasurable by utilizing inter active and multimodal methods. These are obvious, useful, and classroom-ready approa ches to tea ching Eng lish to young learners: Effectiv e methods f or teachi ng English to young learners emphasize inter active, multisensory approaches, incorporating play, so ngs, stor ytelling, and movement to make langu age learning engagi ng and meaningful. Key T eaching Themes and Str ategies- Use of songs, chants, rhymes, and sto rytelling to introduce new vocabulary and langua ge str uctures in co ntext, whi ch helps y oung learners remember and use En glish natur ally. - Incor poration of movement-based act ivities su ch as Total Physical Response (TPR) wher e students physically act out commands , r einforcing compr ehension through bo dily movement. - Proceedings of the 11th International Scienti fic Conference 18 Use of realia (real-life objects) and manipulative (toys, puzzles) to mak e language concepts tangible and r elatable, especially for a bstract ideas. - Encouragement of int e ract ion and conversation in English among students to d evelop communicati ve competence and help them t hink in English. - Implementation of visu al aids like colorful flashca rds and props to connect words with images, enhancing m em ory a nd understanding . Classroom M anagement and Engagement - Shor t, varied activities maintain attenti on and motivation. - Po sitive feedback, reward syst ems, and establishing routines su pport a struct ured and encouraging l earning environment. - Langu age exposure through authentic materials such as books, films, and podcasts enriches cu ltural understanding and r eal-world language use. These a pproaches are consistent in tailoring instruction to the developmental stages and learning preferences of young learners, making Engl ish both acc essible and enjoyabl e for them.[1][2][3 ][4] Use Play- Based Lear ning: Young learners learn best th rough play. Use games, songs, rhymes, a nd action activities (TPR – Total P hysical Response). Example: Simon Says, B ingo, flashcar d races Teach Thr ough Stories: Storytelling helps children understand mean ing naturally.  Use pict ure books, puppets, and simple st ory acting.  Ask easy questio ns about the sto ry. Use Visuals and Realia: Children are visu al learners.  Flashca rds, pictures, toys, real obj ects (realia).  Point, s how, and demonstrate inst ead of long explanations. Total P hysical Respons e (TPR): Chi ld ren respond wi th acti ons. Example:  “Stand up,” “Jump, ” “Clap your hands.” Shor t, Fun Activit ies: Children’s attention span i s short. Activities should last 5–10 m inutes. Change act ivities frequently. Songs and Chants: M usic makes langu age memorable. Use action songs like “Head, Shoulders, Knees a nd Toes.” Use Simpl e and Repetitive Languag e: R epetition b uilds confidence. Repeat words, ph rases, and classro om instructions d aily. Pair an d Group Work: Encourage communication. Use p air games, role-plays, and simple dialogues. Create a Safe an d Positive E nvironm ent: Children should f eel safe to s peak. Praise effort, not only c orrectness. Avoid too much correction. Integrat e Art and Cr aft: Learning thr ough creativity. Drawing, co loring, cut tin g, and making simple projects in English. Use Routines : Predictable routines help lear ning. Start with greetings, weather, and s ongs every lesson. Teach t hrough Context, Not Translation: U se pictur es and actions instead of translating into the mother tongue. Use Games for Ass essment: Assess infor mally thro ugh games, not tests. E xample: matching games “Show me…” a ctivities. Involve Par ents: Send simple home activities and so ngs. Classr oom Management with Gentle D iscipline : Clear rules, visu al reward charts, and posi tive reinfor ceme nt. «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 19 Classroom acti vities to teach v ocabulary to young learners focus o n making learning fun, interactive, and memorable through visuals, movement, and play . Effective Vocabular y Activiti es : Use visuals and fl ashcar ds t o intr oduce and rein force vocabulary. Flashcards can be r evealed, placed on the board, or used in interacti ve games like board sw atting, where students compete to identify words quickly. - Inter active games such as "Whi ch One Doesn’t Belong?" encourage lea rners to think criti cally a bout vocabula ry by ident ifying the odd wor d ou t in sets, pr omot ing spea king and reasoning sk ills. - Word pu zzles and unsc ramble activ ities help children practice s pe lling and wor d recognition in a n engaging manner usi ng picture clues and wor d hints. - Pl aying vocabulary games like Pictionary, where st udents dr aw words wi thout letters or verbal hin ts, enhances word r ecognition and creativity. - Story writing and r ead-aloud sessions contextualize voca bular y and help deepen word knowledge by allowing childr en to use new words in mea ningful cont exts. - Incorpo rate digital too ls like inte ractive word walls wi th audio pronunciat ions for independent learning. These activities uti lize sens ory engag ement, repetition, and co operative learning, making vocabulary a cquisition enjoyable and effective for young lear ners.[5][6] [7] Hands-on games to teach si ght wor ds and phon ics are designed to engage young learner s physical ly and cognitively, making le arning interactive and memorable. Hands-on Si ght Word Games: Sight Word Hop scotch: Write s ight words on tiles or squ ar es and have children hop from w ord to wor d, sa ying each word aloud to r ein for ce recognition and pronunci ation. -Word Toss: Place sight words on the floor or wall and have ch ildren toss a soft toy onto the correct wo rd after hearing it, combining movement w ith word recognition. -M agnetic Letter Constructi on:** Children draw sight word ca rds and use magnetic letters to build the word on a play dough surface, linking tact ile letter manipulation with sight word practi ce. - Physical Word Search: Tape index car ds with sight words spaced apart, and ask children to touch differ ent body parts to the s pecified w ords in sequen ce, integrating body movement with word recognition. Hands-on Phonics Games - Letter Sound M atching : Use physical letter car ds or objects starting w ith targeted sounds . Children match so unds to letters or wor ds in a ta cti le and visual way. - Phonics Puzzle G ames: Us e puzzl e s wher e pieces fit together o nly if th ey cor rectl y form a phonetic w ord or blend, encouraging ph oneme r e cognition a nd decoding skills. - Interac tive Spelling with Manipulatives: Children use blocks, tiles, or playdough to f orm letters and blend sounds in to wor ds, fo stering phoneme a wareness thr ough touch and manipulation. - Movable L etter Boards:These allow childr en to rearr ange letters physica lly to for m different phonetic patterns or rhy ming words, encouraging experimentation with sou nds. These hand s-on activi ties build fo undational reading skills by combining sensory involvement, movement, r epetition, and play, which are esse ntial fo r young learner s to master sight words and phonics effectively.[9] [10][11][12 ] Proceedings of the 11th International Scienti fic Conference 20 CONCLU SION Effectiv e methods f or teaching E nglish to young learners ar e ba sed on understa nding how children naturally learn. When lessons are fun, interactive, and meaningful, ch ildren beco me more motivated and confident to use the language. M ethods such as songs, stories, games, and visu al activities m ake learning enjoyable and h elp learners r emember new words and e xpressions more easily. Successful En glish teaching for young learners also depends on creating a suppor tive and positive class room enviro nment. Teachers who encourage participation, p raise effort, and use child- friendly communication help lea rners feel saf e and willing to speak English without fear of makin g mistakes. In conclusi on, the use of engaging , student-centered, and multisensor y tea ching strategies leads to better language development. By adap ting met hods to childre n’s needs and interests , teacher s can buil d a strong foundation for lifel ong English learning. REFERENCES [ 1] How to Teach English to Young Learners? Here's How! https://sph. edu/blogs/how-to-teach-e nglish-to-young-learners/ [2] Strategies for Teaching En glish to Young EFL/ESL Lear ners https://eflcafe.net/st rategies-fo r-teaching-english-to-young-efl-es l-learners/ [3] Strategies for Teaching En glish to Young Learners h ttps://tefl-tesol- certifica tion.com/blog/strategies-for-teaching-e nglish-to-young-lear ners [4] 10 Effective Methods for Teaching Eng lish to Young Learners https://www. youtube.com/watch?v=wH 181WmhERo [5] Teaching English to Young Learner s & Tee ns: Classr oom https://br idge.edu/tefl/blog/classr oom-management-young-learners/ [6] 5 FUN Vocabulary Ideas For Y oung Learners | Cambridge English https://www. cambridge.org/elt/blog/2021/05 /20/5-fun -ideas-make-vocabulary-j ump-out-page- for-young-l eaners/ [7] Vocabulary-Buildi ng Activities for Young Students - Edutopia https://www. edutopia.org/articl e/vocabulary-activities-young-s tudents/ [8] 21 Fun Vocabulary Activities for Kids https://www. splashlear n.com/blog/vocabulary-activities-for-k ids/ [9] Educational Sight W ord s Games | Educatio n.com https://www.education. com/reso urces/ga mes/english-language-arts /sight- words/ [10 ] Sight Word Games for Kids: 12 Acti vities f or Learning https://www. beginlearning.co m/parent-resources/highly-effective-fun-s ight-word-games-help- kids-learn/ [11 ] 10 Fun Sight W ord Games for Elementary Teachers - Te ach Starter https ://www.teachstarter.com/us/blog/13-f un-sight-word-act ivities-home-school-us-2/ [12 ] 50 Fun Phonics Activities and Games for Early Readers https://www. weareteachers.co m/phonic s- activities/ «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 21 I N V E S T I G A T I N G T H E E F F E C T I V E N E S S O F U S I NG A U T H E N T I C M A T E R I A L S T O T E A C H V O C A B U L A R Y I N V A R I O U S C O N T E X T S D.M.Beken Master degr ee st udent of Kaz akh Natio nal Wo men’s Teache r Training Un iversity (Almaty , Kaz akhst an) Аң датпа Аннотация. Т ү пнұсқалық матер иалдар шет тілін оқыту ды ң ма ңызды қ ұрамдас бө лігі бо лып саналады. Бұл жұмыста зер ттеу тақырыбын ашу үшін демон страциялық әдіст еме қо лдан ылады. Шете л тілін оқыту да түпнұсқалық материалдар ды қо лдану дың артықшылықтары талқыланады. Авт ор ст у денттер дің ком муникативтік дағдыларын дамытуға, соның ішінд е шет ті лін үйренушілер ретінде ағылшын тілінің сөздік қорын мо лайту ға ықпал ететін шынайы тапсырмалард ы анықтайды және та лдайды. Бұл зерттеу дің мақсаты – университет сту денттерінің сөздік қ орын және сөй леу да ғдыларын же тілдіру және о ларды шет тілін үйренуг е ынта ландыру . Бұл қорытынды шынайы ма териалдар мен ресурст ар оқушылар дың сти хиялық қатысуы мен с ө з ді к қо рын, оның ішінде ауызша сөйлеуге дег ен сенімді лігін арттыратынын ж әне о лардың сабақта ана тілін қо лдануын айтар лықтай жақсарта тынын көр сет еді. Т үпнұсқа материалдар ды Google Maps ретінде пайдалану ә дістемесі де ұсынылған. Кілт сөз дер: на қты мақса тт арға арналған шет т ілі, коммуника тивті дағдылар, шынайы ресурст ар, мо тивация, инновациялық оқыту ст илі, бағал ау Аннотация Аннотация. Аут ен тичные ма тер иалы рассматриваю тся в качес тве од ного из важных компонент ов в процессе обучения иностр анному языку . В данн ой ра бот е применя ется показ ат е льная мет од о логия, ко т ор ая сп ос обствует раскр ыть тем у исслед ования. Р ассматриваю тся так ие преим ущества как исп о льзов ание а утентичных материалов при обучении иностр анному языку . Авт ор, раск рывая тем у дает опре д е ление, анализирует а утентичные задания, ко т орые способствуют развитию коммун икативных на выков обучающих ся , включая уве личен ия словар ного запаса изучающих анг лийски й как иностран ный язык. Це ли пр е дставленног о иссл е дов ания у лучшить объе м вокабу ляра, а также разговорные навыки об учающихся высшей шко лы, мотивирова ть их к изучению иностран ного язык а. Сле дуя выво ду о т ом, что аут ентичные мат ериалы и ресурсы по вышают спонтанн ое участие о бучающ их ся , и также увеличиваю т вокабу лярный лист , включ ая уверенность в устном выра жении и заметно сбли жают использование родног о языка на занятии. Т акже пре дстав лена мето дика использования а утентичного матер и ала в качестве Г уг л карты. Ключевые слова : иностр анный яз ык для сп ециальных це лей, коммуникативные навыки, а утен тичные ресурсы , мо ти вация, инновационный ст иль препо давания , оц енка Proceedings of the 11th International Scienti fic Conference 22 Annotaon Abs tract. Authenc materials ar e considered a cruci al component in f o rei gn languag e teaching. This paper ulizes a demons tra ve me th odology t o e xplore the topic. Th e advan tag es of using auth en c materi als in f or eign language teaching ar e discu ssed. The auth or deﬁnes and analyz es auth enc tasks that contribute to the d evelopmen t of studen ts ' com municav e sk ills, including incr easing the v ocabulary of English learn ers. Th e objecv es of th is s tudy ar e to imp rov e the vocabulary and speaking skills of univer sity s tudents and movat e them to lear n a f or eign language. This ﬁnd ing sug ges ts that authenc mat erials and resour ces enhance studen ts' spont aneous parcipaon and vo cabulary , including conﬁdence in oral expr ession, and signiﬁcantly improv e t heir use of their nave language in the classroom. A methodology f or usin g authenc mat erials as Google Maps is also presen ted . K eywor ds: f orei gn language f or speciﬁc purp o ses, communica ve ski lls, authenc r esources, mov aon, innova ve t eachi ng style, assessment T ext The ﬁeld of teaching English as a f oreign language f aces various challenges in helping learner s eﬀ ecvely express their th oughts and ideas. Fr om this perspec ve, the integr aon of authenc mat erials int o EFL cla ssr ooms (whe re English is s tudied as a f o r eign langua ge) is essenal as a poten al lingui s c contribuon to the dev elopment of learn ers' speaking skills . In recent decades, diﬃcules in oral producon, parcul arl y in the area of or al pr oﬁciency , hav e become increasingly common among learner s learning Eng lish as a f orei gn langu age due to th e lack of authenc mat erials. Many teacher s simply f ollow the te xtbook o r manual at their disp osal, usi ng them as the sole resour ce f or cre ang a f a vorable teaching and learning en vironmen t. Th is cr eat es a sedent ary e n vir onment in w hich oral int er acon betwee n l earner s is insuﬃcient. For ex ample, R . D . Eck ard and M . A. K earn y (1981) point out that tr adional textbook s cont ain short and direct answer s; Thus, lea rner s who hav e memoriz ed "cl assical" answ er s t o ques ons oen struggle to maint ain con versa ons with nave speak ers. Learner s need training and pracce in devel oping sp eaking skills so they can improve their oral ﬂuency u sing au then c r esources that c ont ain natur al and real language [ 3, p.64] . Speaking is on e of the mos t import a nt skills in teaching and learning a f or eign language. For la nguage methodologists A. I. Ch aney and T . L. Burk, speaking is the pr o cess of creang and e x changing meanings th r o ugh t he use of ver bal symbols in various cont exts. Gener ang spok en language in volv es sel ecng appropriat e vocabulary and phrases accor ding t o the audience, seng , and topic. Indeed, researc hers A. I. Chaney and T . L. Burk believe th at it is virtually imp ossible to mas ter a language without spea king it [2, p.48]. Mor eover , authen c material s ar e resour ces (Thomas, 20 14) crea ted f or r e al-lif e communica on. T he sole purpose of authenc mat erials is to conv ey meaning and inf orma on, not to tea ch lang uage [8, p.14-23]. Based on this, Brish prof essor B. T omlinson (2012) notes tha t authen c ma terials pr ovide signiﬁcant e xposure to the language as it is used, m ova te learners, and help them dev elop a rang e of communica ve skills [ 9 , p.143 -179]. Accor ding to J. Ed ge [4, p.1 60 ], th is importance is explained by two f act ors: 1) language authenc resour ces repr esent the actual purpose of lang uage l e arning and 2 ) mov aon it links the learning tools and t he learning goal, as it pr ovides a direct connecon t o the world outside th e class room . Although their creaon was not mova ted by teaching , they bring r adical changes to language classrooms [6]. As is wel l known, authen c m at erials in language tea ch ing are cla ss iﬁed in such a wa y tha t they can be use d accor ding to th e needs of a speciﬁc group. According to J. G. Gebhard (1996 ), authenc mat erials can be divided into thr ee cat egori es: «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 23 •Authenc listening and v iewing mater ials: televis ion commer ci als, quiz shows, cartoons, news spot s, comedy show s, ﬁlms, pr of essionally t aped short st or ies and no vel s, radio commer cials, songs, document aries. •Authenc vi sual ma terials: sli des, photogr aphs, painngs, wordless str eet signs, mag azine pictures, pos tcar d picture s, s t amps, et c. •Authenc te xt mat erials: new spaper arcles, son g lyrics, res t auran t menu s, s treet signs , inf o rmaonal brochures, maps, comic s, gree ng cards, and bus schedules [5,p.280]. Authen c mat er ials play an eﬀ ecve rol e in both teaching and learning. In terms of the learning process, they provide English as a f orei gn language learner s with a number of aspects, su ch as mova on, a genuine cultural backgro und, e xpo sure to real ling uisc di ver sity , and suﬃciency to meet lea rner s' needs. Howev er , in terms of the learning process, t hey adher e to an in nova ve t eaching style. R esearcher s of f oreign langua ge teaching methods such as J. Richards and T . Rodg er s (2001) also note that the main advan tag es o f usi ng authen c mater ials are: 1) a posi ve impact on le arner mov aon; 2) provision of genuine c ultural inf ormaon; 3) providing a cce ss to r eal language; 4) a closer connecon with learner s' needs; 5) th e opportunity f or a crea ve approach to t eaching [7, p. 248] . Let's consider the concep t of an "authenc t ask." Accor ding to Americ an ps ychology prof essor John Muller , this is a task given to learner s designed to assess their ability to apply s t an dards-based knowledge and skill s to so lve re al-world problems [1]. In oth er wo rds , a task we ask studen ts to comp lete is con sidered a uthenc when: 1) s tudents ar e a sk ed t o gen erat e thei r own ans wers, r ather than choosing fr om pr esent ed ones; 2) th e t ask replica tes pr oblems encount ered in the r eal world. In the "tradional task" model, tea ching an d learning are oen separa ted from the assessment process, meaning the tes t is administer ed a er the knowl edge or skills hav e been acquired. In t he authenc resour ce model, the sa me authen c t a sk u sed t o me asure the s tudents' ability to apply the knowledge or skills is use d as the learn ing tool. For ex ample, when s tudents are task ed with solving a r eal-worl d problem , t hey learn by devel o ping a soluon; the teacher f acil it ates this process, an d the s tudents' solu ons to the problem b ecome an assessmen t of h ow w ell they can meaningfully apply concepts. T radional tes ts typicall y con sist of mulple-choice items. In contr ast, authen c t asks include problems su ch as results and cons tructed-re sp onse elements, which typically requir e more direct applica on of k nowled ge and skills. W e will describe these types o f pr oblems with c ommon e x amples of each m or e o n our dissert aon w ork. Methodology It is rec ommended to en ter web s ite of Google Map s hp s:// www .g oogle.com/map s/ @42.3362 56,69. 6188928,12z?authuser=0&hl =en&en try= u&g_ep=EgoyMDI1MDkyOS4wIKXMDSoASAFQAw%3D%3D The tot al sc ree n o f Almaty city is sh own on sc r een 1 . Proceedings of the 11th International Scienti fic Conference 24 Scre en 1 V ocabulary: cro ss the str ee t, g o s traight, tu rn t o the le , turn t o the ri ght, wrong dir econ, righ t direc on, tow ar ds, out of , into , up, down, acr oss, through, along, turn at the cr ossroads, it ’ s on your le, it ’ s on your r ight, go all the wa y down t his str eet, it ’ s on t he corner , k e ep going str aight. The e xamples of the ac vies tha t ulize di gital media technologies in English lessons: Acvity: Digital Storytelling – describing the pl ace Objecve: T o develop s tu dents' narra ve speaking ski lls and digit a l liter acy while f ost ering crea vity and s elf -expression by authen c m at erial. Mat er ials n eeded: laptop, hdmi, smartboar d, internet access. Digit al storytell i ng pla  orm (G oogle Maps) Pr ocedure: Intr oducon (10 minutes): Intr oduce the conce pt of digit al st ory telling to th e s tudents, explaining that they will be crea ng their own mulmedia s tories by us ing digital tools. Show ex amples of digit al st ories or mulmedia na rra ves to inspire studen ts and illustr ate di ﬀ er ent new vocabulary . Brains torming and Planning (15 minutes): Gui de studen ts through th e brain s torming process, scrolling the map and show your m os t freq ue ntly used route fr om home to un iver sity or other places, giving direc ons us ing wor ds fr om the pr ovided vocabulary lis t. Pr ovide promp ts or guidi ng quesons to help studen ts gener ate ideas f or their narra ves, such as "What is a memor able trajectory you'v e had?" “Could you descr ibe and sh ow o ne the Google map your own wa y f rom home t o s omewher e? ” Ha ve s t uden ts outline their story ideas, in cl uding places they ha ve visited, that they would lik e to go , using geograph ic locaon. Digit al Story tel ling Crea on (40 minutes): Instru ct s tudents to open to the chosen direcon on digit al st ory tel ling website. Demons trat e the ba sic f eatures and funconalies of the digital s torytelling tool, including how to get th er e. Enc our age studen ts to begin cre ang their digital s tori es, f ollowing their own wa y s and incorpor ang mulmedia elements to enhance their narra ves. Pr ovide support and guidance as needed, circulang among s tudents to oﬀ er assist ance with technical aspects or s tory telling techniques. «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 25 Sharing and R e ﬂecon (15 minutes ): Once students ha ve complet e d their digital st ori es, in v ite th em to share t heir sp eech with the class. Allo w each s tuden t to presen t their digital st ory , either by projecng it on a screen and s haring it individually on th e web site. Encourag e cl assmat es to list en aen vely and provide f eedback on each ot her 's stories , highlighng s treng ths and oﬀ ering cons trucve sugges ons for i mprov ement. F acilita te a cl ass discussion on th e s torytelling process, asking students to re ﬂect on th eir e xperiences, challenges, and accomplishments during the acvity . Assessment: Ev alu at e s tu dents' digital st o ries based on criteria such as cre avity , org aniz aon, langua ge use , mulmedia integra on, and overall impact. Pr ovide construcv e f eedback to help s tudents re ﬁne t heir s tory telling skills a nd impr ove their digit al narra ves. Thus, digit al resour ce s as authenc mat erial give students the opportunity to f eel lik e rea l r esiden ts of a parcul ar country , perceiving inf or ma on in the original. These r esources can be used to intr oduce authen c langua ge conten t, r einf orce language skills, and pr ovide addional pracce opportunies f or students. Thr ough digital media producon or virtu al reality si mulaons, s tudents c an eng age in real-worl d langu age use scenari os, impr oving their languag e pr oﬁciency in authenc con te xts. These acvity demons trates how e ﬀ ecvely using authe nc materi als can be in teg r at ed int o English lessons to teach vocabularу, to engag e studen ts , promot e crea vity , enhance language learning, and facilit ate collabor ave lea rning experiences. R ef erences: 1. Authenc Assessment Toolbox by Jon Muell er. UR L: hp://jfmueller.faculty.n octrl.edu/toolbox/task s.ht 2. Chaney A. I., Bu rk T. L. T eaching Oral Communicaon in Grades k-8. Boston: Allyn & Bacon, 1998. 3. Eckard R. D., Kearny M. A. Teachi ng Conversaon S kills in ESL. Language in Edu caon: Theory and Pracce, 198 1. 64 р. URL: hps://eric.ed.gov/?id=E D2 08676 4. Edge J. Ess enals of English Language Teaching. London: Longman, 19 94. 160 p. 5. Gebhard J. G. Teaching Eng lish as a Foreign or Se con d La nguage. Ann Arbor, Michi gan: The Uni v. of Michigan P ress, 1996. 280 p. 6. Healey D. The Lands cape of En glish L anguage Teaching. URL: hps://www.youtube. com/watch?v=URzF- JrJ404 7. Richards J ., Rodgers T. Approache s and Methods i n Langu age Teaching. Cambridge: Cambridge Univ. Press, 200 1. 278 p. 8. Thomas C. Me eng EF L L earners Halfway by Usi ng Locally Relevant Authenc Materials // English Teaching Forum. 201 4. Vol. 52, no. 3. P. 14—23 . 9. Tomlinson B. Mat er ials development for langua ge learning and teaching // Language Teaching. 201 2. Vol. 45, iss. 2. P. 143—179. 10. hp s ://www . google.com/map s/ @42.3362 56,69.6188 928,12z?authuser=0& hl=en&en try=u &g_ep=EgoyMDI1MDkyOS4wIKXMDSoASAF QAw%3D %3D Proceedings of the 11th International Scienti fic Conference 32 Discu ssion The finding s f rom the questionnaire prov ide a comprehensive overview of teacher s’ perceptions regard ing the role of authen tic materials in developing skimming reading skills a mong students i n basic secondar y education. Overal l, the results r evea l a strong r ecognition of th e pedagogica l value of authentic texts, but also highlight severa l constraints that limit thei r systematic integration i nto class room practice. The highest level of agreement was obse rved in the Effectiveness of Authentic M aterials construct . With a positive response r ate of 74%, teacher s consistently expresse d the view that auth entic texts enhance global comprehensi on and help st udents quickly identify the mai n i dea. This align s with co ntemporar y r esea rch e mphasizing that real-wor ld materials promote genuine pr ocessing strate gies a nd expose learners to natur al discourse pat terns. The str ong endor sement of authentic materials suggests th at teachers see them as an essential r esource for improving st rategic rea ding abilities. Despite this, the findings related to Student Ada ptation to Authentic T exts and Cognitive Load indicate that students often struggle with the complexity and density o f real-worl d reading materials. Only 38% of teachers agr eed th at learners adapt easily to auth entic texts, and man y noted that u nfamiliar vocabulary and unfamiliar structures increase cogn itive loa d during skimming tasks. This demonstrat es that althou g h authentic ma terials are benef i cial, their effective use requir es appropriate sc affoldi ng, gr adual exposure, and expli cit instruction in skimming strate gies. The results also hig hlight a no table ch allenge in Instructional Feasibi lity, with only 29% of respondents indicating that authentic mater ials can be included w ithout disrupti ng curriculum pacing. Teachers described the curriculum as tightly st ructured, leaving limited flexibility to incorpor ate su pplementary reading materials. Thi s finding suggests t hat inst itutional and curricular reforms may be n ecessary to enable b roader use of authentic texts in reading instructi on. At the same ti me, the Studen t M otivation c onstruct receiv ed relatively h igh support, with 66% of respondents reporting that learners ar e more engaged wh en wor king with authentic texts. Teachers obse rved that students show incr eased interest when encountering r eal-world, visually rich, or rele vant content. This supports the ide a that authentic materi als not only en hance comprehension strategies b ut also posi tively influence learner attitudes and participatio n. Finally, the r esponses regarding Teacher Preparedness indicate a moder ate level o f co nfidence in selecting and adapti ng authentic mater ials. With 50% o f teachers r eporting pr eparedness, t he data sugg est that althou gh some educator s are comfortable working with a uthentic input, many requir e further methodol ogical training. This highlights a clear need f or p r ofessional development focused on t ext selection, adapta tion techniques, and inst ructional design for skimming tasks. Taken together, the survey results demonstrate t hat while au thentic mater ials ar e wi dely perceived as effe ctive for developing skimming skills, teacher s’ ability to use th em ful ly is shaped by stude nt readiness, curriculum c onstraints, and varying degrees of method olog ical confidence. These insi ghts r einforce t he importance of pr oviding both pedagogica l su pport and institutional flexibility to maximize the pot ential of authentic mater ials in for eign language instruction. Conclus ion This study examin ed the pedagogical potential of authentic materials for developing ski mming reading skills among st ud ent s i n b asic s econdary education. Drawing on theoretical p erspecti ves, empirical research, and teacher-r eported data, the resear ch pr ovides evidence that authentic texts play a si gnificant rol e in enhanci ng students’ ability to extract ma in ideas, navigate text structur e, and pro cess information efficientl y. Skimming, as a core strategic reading skill, is «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 33 essential no t only for foreign language profici ency b ut also f or navigatin g real-wor ld digital and informational env ironments. The analysis of sc holarly literature confir med that authentic texts offer linguistic richness, r ealistic discourse patt erns, and me aningf ul co ntext that simplified textbook materials ca nnot fully replicate. This na tural exposure encou rages learners to shift fr om word-by-word decodin g to global compr ehension, supporting th e development of rapid gist-reading s trategies. The communicati ve and co mmunicative-cognitive frameworks further emphas ize th e importance of meaningful input a nd cognitive engagement in fost ering strategic re ading abilities. The su rvey findings reinforced these theoretical insights. Tea ch ers overwhel mingly acknowledged the effect iveness of auth entic materials in impro v ing skimming s kills and obser ved increased student motiva tion when such materials wer e us e d. At the same time, the results revealed several obstacles, including students’ initial difficulty adapting to auth entic texts, cu rriculum rigidity, and teachers’ varying levels of confidence in sele cting and adapting materials. These challenges indicate the nee d for str uc tured scaffoldin g, gradual exposu re to authentic input, and targeted professional dev elopment for educators. Overall, th e r esearch demonstrates that authentic materials r epresent a power ful and practica l tool for developing sk imming reading sk ills, provided they are integrated thoughtf ully and supported by appropriate inst ructional str ategies. The successful implementation of auth entic texts in s econdary sch ool r eading in struction depends on institu tional su pport, flexible curricular framewor ks, and teacher t raining th at equips educators with practical methods fo r selecting and using r eal-world materials effectively. By highlight ing both the strengths and challenges associ ated with authentic material use, this study co ntributes to a deep er understandin g of ho w strategic reading skills can be foster ed in foreign language cl assrooms. The findings underscore the impor tance of desi gning learning environments t hat prepare students not only for academic tasks but also for the complex r eadin g demands of co ntemporary society. References Grellet, F . (2010). Developing reading skills: A practical guide to reading comprehension exercises. Cambridge Un iversity Press. Harmer, J. (200 7). The practi ce of English language t eaching (4th ed.) . Pearson Longman. Nunan, D. (2004). Task-based lan guage teaching. Cambridge Un iversity Press. Kunanbaeva, S. S. (201 3). Modern f orei gn language educa tion: N ew approaches and con cepts. Almaty: Kazakh University P r ess. Brown, H. D. ( 2001). Teaching by principles: An intera ctive approac h to language pedag ogy (2nd ed.). L ongman. Proceedings of the 11th International Scienti fic Conference 34 A P P LI C A T I O N O F U N I V E R S A L D E S I G N F O R L E A R N I N G (U D L ) P R I N C I P L E S I N O R G A N I Z I N G I N T E R E S T I N G E X P E R I M E NT A L T A S K S I N H I G H S C H O O L P H Y S I C S L E S S O N S A.E . Yerlik 4th-y ear student, "Physi cs-Inform atics" educat ional p rogram, Ka ragan da National Research Un iversity named aft er Aca demician E. A. Buk etov, Karaga nda, Ka zakhst an A.A . Rakha dyl 4th-y ear student, "Physi cs-Inform atics" educat ional p rogram, Ka ragan da National Research Un iversity named aft er Aca demician E. A. Buk etov, Karaga nda, Ka zakhst an Sci entific adviso r: Zh.T . Ka mbarova PhD, Associat e P r ofess or Abs tract: This arcle ex am ines the import an ce of us ing Uni versal Design for Learning (UDL) princip les in or ganizing e x periment al task s in high sc hool physics cl asses. The three main aspects of UDL principles - pre sen ng info rmaon in a variety of ways, allowing students to demonstrat e their learning in diﬀere nt ways, and increasing movaon to learn - are analyzed with an ada pt aon to prac cal work in physics. The arcle sho ws th at the introducon of UD L principles into ph ysics cl asses increases students' in teres t in the subject a nd con tri but es t o the developmen t of research and crical thinking s kills. K eywor ds: high school, pe xperiments, UDL, e xperiment al task s, resear ch abi lity . Ph ysi cs is a sci ence tha t studies natural phenomena. Howev er , not all stu dents perceive theore cal concep ts with t he same int er es t. Condu cng si mple and inter es ng e xperiments in th e class room , connecng ph ysical law s with everyda y lif e, incre as es s tudents' enthusiasm f or the subject [1]. K nowledge gained th rou g h exper iments is remem b er ed f or a long me and resear ch skills a r e develo pe d [2] . The peculiari ty of interes ng experimen t s is that they allow studen ts to unders tand comple x ph ysical phenomen a in a simple wa y . Such e xper iments all ow s tudents not only to memoriz e th e theory , but a lso to under s t a nd it by connecng it with ex amples fr om every da y lif e. In addion, during the use of ex perimen t al met hods, s tudents' abilies to thin k, ob serve, analyz e, and dr aw c onclusions de velop [3]. The use of accessible and pr accal t asks in the lea rning pr ocess is an import ant st ep in f orming studen ts ' sci enﬁc worldview . Small experimen ts conducted in ph ysics lesso ns not only i ncrease s tu dents' in ter es t in the subject, but also impr ove their scien ﬁc and resear ch a bilies and dev elop crical thinking skills [4 ]. For e xample, let's look at a few types o f experi ments t hat are in teres ng f o r studen ts: The "In verted Glass" experimen t. When a glass ﬁlled with wat er is cover ed with a pi ece o f thick paper and turned upside down, the wa ter does not spill out. This phenomenon is due to atmospheric pressur e [3] . The e xperiment explains to studen ts that there is an in visible f or ce. The "Funny Balloon" e xperiment. W hen a parally i nﬂat ed b alloon is placed ag ains t the ear and sq ue ez ed slightly wit h the hand, diﬀ eren t so unds are h eard. This experiment shows th at sound wa ves a r e «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 35 caused by vibra ons in the air [4] . The "Electriﬁed Comb" experimen t. Aer rubbing a plas c comb with hair , when it is brou ght close to small pieces o f paper , they mov e and s ck t ogether . This is an e xperimen t that explains in a simpl e wa y the el ect riﬁca on of bodies and the acon of electric charges [5]. The "unsin k able egg" exper iment. An eg g is placed in a glass of pure water - i t sinks. When salt is added to the second glass and a soluon is made, the eg g ﬂoats. This exper iment explains Archimedes ' principle an d the diﬀ eren ce in d ensity of liquids [6] . The experimen t “ The pen loo ks lik e a piece of paper ” . A p en di pped in wat er in a glass l ook s lik e a piece of paper . This is a simple e xample of the phenomenon of re fracon of light i n diﬀ eren t media [2]. Int er esng experi ments help to explain the laws of phy sics to studen ts in an easy and e ﬀ ecve wa y . Such e xp eriments not only incre a se s tudents’ inter est in the subject, but also devel o p scienﬁc th inking and obser va on sk ills [1 ; 3 ]. Freq uent use of such a ccessi ble e xperimen ts in secondary sc hools is one o f the eﬀ ecve methods f or increasing th e eﬀ ecveness of ph ysics lessons [4]. Applying the princ iples of Univer sa l Design f or Learning (UD L) in phy sics lessons in high school is a modern pedagogical ap pr oach aimed a t making the learning process accessible an d int er es ng f o r all students. This model o ﬀ er s diﬀ er ent wa ys of acquiring knowledge, taking into account th e abil ies, learning pace, and int eres ts of each s tudent. The im plemen t aon of such principles in ph ysi cs is especially import ant, si nce this subject is base d on explaining natur al phenomena thr ough experi ments. In addion, th e use of di gital technologies in p h ysics lessons is n ow a n eﬀ ecve tool f or implemen ng the princi ples of U DL. For ex amp le, pres enng experiments in diﬀ eren t wa ys through PhET simula ons, virtual labor at or ies, AR/VR tools helps studen ts t o u nders t and complex concepts in depth [7]. These methods are also g r adually being intr oduced int o the pracce of schools in K azakhs tan. For ex ample, in the t e xtbooks developed by the Naz arba yev Int el lectual Schools a nd the "T extbook" Cent er , studen ts ar e gi ven the opportunity to perf orm experiments at sever al levels, which, in turn, fully complies with the principles of U DL [1 ;3]. The pr of essional development of tea ch er s also pla ys an import ant r ole in implem enng UDL principles. In or der to provide students with ch oices, ra ther than being limited to tradional teaching methods, tea cher s need to underg o special training and mast er new pedagogical technologies [4]. It is also import ant to adap t the assessm en t s ys tem. Allowing s tudents to demons trat e their knowledge th r ough prac cal rep orts, sci enﬁc projects, videos, or post er s, r ather than relying solel y on tradional tes ts and ex aminaons, implements the pri nci ple of “presen ng knowledge i n diﬀ eren t wa ys, ” which is one of the principles of UD L [9]. UDL is based on three main principles: 1. Pres ent inf ormaon in diﬀ er ent wa ys. It is import ant to pr esen t concepts in ph ysics not only through te xt in te x tbook s, but also through experim ents, pict ures, v ideos, and modeling [1]. For ex ample, in K az akhst a ni schools, when t eaching the top ic “ A tmospheric pr essu re” , the teacher does n ot just explain the f ormulas, but also conducts a simple “inv er ted glass” experimen t [2]. In addion, s ome scho ols use virtual labor at ories on in ter acve whiteb oar ds to demo ns tr at e the phenomenon in the f o rm of animaon [3 ]. This ap proach has also been prov en in f oreign studies: it was f ound t hat providing educa onal mater ial in diﬀ eren t f orms accor ding to UD L incre ases s tudents’ learning achievem ent [6 ]. 2. Allow studen t s to demons tra te knowledge in diﬀ er en t wa ys. E ach s tudent can demonstr ate th eir kno wledge in diﬀ er ent wa ys: one by perf orming a calculaon, another by conducng an e xperimen t and dr awing conclusion s , and the third by proving their kno wledge through or al explana on or presen ta on [4] . In K az akhs t ani sc hools, f or e x ample, when studying the topic “Electr ical ph enomena” , one group perf o rms a calculaon Proceedings of the 11th International Scienti fic Conference 36 accor ding to Ohm’ s law and explains the result s [5], while another grou p con structs an electrical circuit and demonstr ates the lighng of a light bulb through an exper iment. This approach is consis tent with int erna onal pracce: Marino and colleagues ( 2014) h a ve proven that the use of video g ames and alternav e te xts in a ccor dance with the prin ciples of UDL signiﬁcantly increase s s tudent in ter es t [ 7]. 3. Increase mova on and inter es t. T o ar ouse s t udents' enthusiasm f or the subject, it is necessary to level the t a sks accor ding to their abilies and inter ests [1]. For ex ample, in ru r al schools, condu cng sma ll experimen ts with simpl e tools (plasc boles, paper , wat er , balloons) increases studen ts' acvity [2], while in urban schools, int eres t c an be incr e ased by e xperimen t ally s tudying the law s of moon in robocs classrooms [3]. For eign studies also conﬁrm this principle: Al-Az awei and collea gu es (20 21) showed that S TEM c ourses based on the UDL-M I pr ogram signiﬁcantly increased st udent mova on compa red to tradional tea ching [8]. Also , studies in P akis t a n showed that lessons tha t applied UDL pr inciples yielded hi gher r esults than tr adional lessons [ 9]. The eﬀ ecveness of these principles has been pro ven by int er naonal sci en ﬁc resear ch. For ex amp le, a meta-analysis of UDL-base d lessons f ound a modera te posive eﬀ ect on s tudent achieveme nt (g = 0 .43) [11]. This s ug ges ts that UDL signiﬁcan tly sup ports s tudents' learning. Addionally , Marino and colleagues f ound that when video g ames and altern ave te xts wer e used in accor dance with UDL prin ciples, s tuden t eng a gemen t and int eres t incr eased [12]. This dat a d emons trat es t he beneﬁts of org anizing ph ysics lab t asks visually and in ter acvely . In the appli ca on o f UDL pri nci ples in ph ysi cs lessons, in ter es ng e xperiment al t asks pla y a special role. For ex ample: A tmospheric pressure e xperiment (turning a glass full of wat er upside down with car dboard) - combines visua liz aon and pr accal acvit y . Building an electrical cir cu it - encour ages s tudents to ac vely parcipat e through group work. Observin g thermal phenomena (heang a spoon in hot wa ter) - develo ps studen ts' ability to f eel, see, and interp ret together . Studying the law s of mo on (r olling a ball d own an inclined plane) - allow s you to int egr ate ph ysics with mathema cs. For eign s tu dies conﬁrm the eﬀ ecveness of these approaches. For ex ample, it has been prov en th at in the STEM teaching exper ience based on the UD L-MI progr am, studen ts' atudes tow ards sci ence ha ve si gniﬁcantly impr oved [13] . Als o , in a s tudy of pri mary scho ol s tudents in P akis t a n, les sons that includ ed UD L principles sh owed higher results tha n tradional teaching [14 ]. In modern educaon, it is e ﬀ ec ve to combine UDL principles with digit al technologies. Virtual labora tories allow you to saf ely perf orm danger ous or comple x e xp erimen ts. Special sensor s help to accu ra tely measure moon, tempera tu re, and electrical quanes. One recen t study noted that when designing pr ac c al t asks f or phy sics la bora tori es , it is importan t to crea te an en vironmen t that includes studen ts' diﬀ eren t a bili es [1 5]. In conclusion, the applicaon of the principles of univer sal lear ning design in phy sics lessons in high scho ol is an eﬀ ecve wa y to mak e the learning process inclu sive, accessi ble and int er es ng . The results of f or eign studies also provide clear evidence that the UDL approac h increases studen ts' academi c a chievem ent and incre ases their mov aon f o r the subject . Ther ef ore, ph ysics teacher s can impr ove the qu alit y of t each ing b y combining tr ad ional pr acces with modern digital tools, r elying on UD L pr inciples in or g anizing e xperimental t asks. Applying UD L principles in org anizing e xp eriment al t asks in high sch ool phy sics lessons is an eﬀ ecve wa y to improv e the qu ality of educa on. This approach tak es into accoun t the in dividual ch ar acteris cs of each studen t and mak es the learning process ﬂe xibl e, as a result of whic h access to educa on increases and a posive a tude towar ds phy sical science is f ormed. «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 37 Re f erences 1. Ko zhakhmetova, K. T each ing methods a nd technologies. – Alma ty : K az akh Un iver sity , 201 6. 2. Zhanabek ova, A. Methodology f or p erf or ming experiment al t asks in phy si cs. – Almaty: Rauan, 2019. 3. K ozhant aeva, B. Org ani z aon of experi ments in phy si cs at school. – Ast ana: Folian t, 2021 . 4. Abdrakhmanov a, A . Experiment al methods in teaching natur al sci ences. – Shymk e n t: OKSU Publishing H ouse, 2020. 5.Young, H. D., Free dman, R. A. University Physics with M odern Ph ysics . 15t h Edition. Pearson, 2020. 6.Smith, S. J., & Basham, J. D. ( 2022). Achievement of learners rece iving UDL instruction: A meta-an alysis. Computers & Educati on, 182, 104463. 7.Marino, M . T., Gotch, C. M., Israel, M ., Vasquez, E., Bas ham, J. D., & Becht, K. ( 2014). UDL in science education: Enhanc ing engag eme nt and learn ing with video games and altern ative texts. Journal of Special Ed ucation Technology, 29(3), 25–4 0. 8.Al-Azawei, A., Serenelli, F. , & L undqvist, K. (2021). A compa rison study be tween U DL- MI oriented STEM progr am a nd traditional STEM prog ram for inclusive education. Sustainability, 13(2), 554. 9.Khan, A ., & Anwar, M . N. (2022) . Correlating Universal D esign for Learni ng and perf ormance in sci ence at elementar y sch ool level . In Emerging Trends in Educa tion (pp. 167 – 178 ). Springer. 10. Lahme, J. , et al . (2023). A framework for design ing e xperimental tasks in con temporary physics lab co urses. arXiv preprint. Proceedings of the 11th International Scienti fic Conference 38 I n c l u s i v e E d u c a t i o n : C h a l l e n g e s a nd S ol u ti o n s f o r L a n g ua g e T e a c h e r s Chaka nov a Aizhan 4th year of Bachelor ’ s De gree, Traini ng o f Foreign La ngua ge Teache r, Ablaik han Kaz UIRandWL, Almaty , Kaz akhst an Myrz akhanova D. Master, seni or lect urer , Departm ent of Metho dology of Foreign L angu age Educa tion , Ablaik han KazUIR andWL, Almat y, Kaz akhst an ABSTRACT This study explores the challenges faced b y language teachers in implementin g inclus ive education in Kazakhstan and identifies pr actical solut ions su pported by both literature and teacher-reported data. A qu antitative descriptive s urvey (N = 50) was c onducted among E nglish teach ers from primary and secondary schools. Findings indicate str ong t eacher s upport for inclusive education, but significant challenges remain, including large class sizes, insufficient training, behavioural difficulties, and limited adapted materials . Three tables s ummarise teach ers ’attitudes, challenges, and pr eferred solutions. The result s h ighlight the impor tance of sys temic teac her tr aining, professional development, collaboration w ith s pec ialis ts, and impr oved resource availability. The study pr ovides recommendations for strengthening inclus ive pr actices in Kazakhstani lan guage classr ooms. Keywords : inclusive education, Kazakhstan, lan guage teaching, teac he r training, SEN, challenges. INTRODUCTI ON Inclusive educat ion has become a key pr iority in modern educational sy s tems wor ldwide. UNESCO (202 0) d efines inclusion as a continuous process aimed at ensur ing equal par ticipation and high- quality learning for all students , regar dless of dif ferences in ab ility, background, or socio- emotional development. The shift tow ard inclusion requir es schools to reduce learning barrier s and cr eate environments where diversit y is valued. In Kazakhstan, inclusiv e education is central to the c ountry’s ongoing educational reforms . Accordin g to K unanbayeva (2019), modern Kazakhstani schools must ad opt flexible, lear ner- centered appr oaches that s upport st udents w ith a w ide range of needs. As more learners with special educational needs (SEN ) enter mainstream classrooms, teachers—particularly langu age teachers— must adapt their methods, materials, and clas sroom management strategies. Despite suppor tive polic ies, many teachers struggle with the prac tical as pects of inc lusion . Multiple r esearchers ( Ainscow, 2020 ; Zholdasbekova, 2021) r eport gap s in teacher train ing , limited collabor ation with specialists, and insufficient methodologic al r esources. Therefore, it i s essential to investigate the r eal c hallenges experienced by teachers and explore effective solutions. This study answers the following r ese arch question: What challenges do language teachers encounter when imple menting inclusive education, and what solutions do they consider most effective? LITERATU RE REVIEW Inclusive education in Kazakhstan is suppor ted by nat ional policy doc uments encourag ing equal access and indiv idualized support. Kunanbayeva (201 9) highlights that inclusion is essential f or developing a modern, humanistic educational s ystem. However, prac tical implementation varies signific antly across urban and rural regions. «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 39 Several Kazakh scholars identify major challenges. Sarsenbayeva (2020) not es that many te achers lack training in special education and struggle to adapt less ons for students wit h hearing impairments, sp eech disorders , ADHD, autism spe ctrum conditions, or b ehavioural c hallenges. Zholdasbekova (2021 ) reports that t eachers of ten feel overwhelmed by dive rse le arner needs and large clas s sizes. International r esearch echoes these find ings. Ainsc ow (202 0) and F lorian (2014) argue that inclusion is effective only when teac hers rec eive continuous professional development and have access to adapted resources. Proposed solutions include diff erentiated instruction, multimodal materials, simplified instru ctions, flexible g rouping, and stronger c ollaboration between teachers and psychologis t s (Florian & Black-Hawkins, 2019). Kazakh literature also emphasizes the importance of administrat ive support and adapted ass essment tools (Sarsenbayeva, 2020). Overall, research demonstrates tha t te achers value inclusion but require better preparation, c lear guidance, and improved resources. MATERIAL S AND METHODS The study involved 5 0 English lan guage teachers from Kazakhstani mains tream schools. - Gender: 38 female (76%), 12 male ( 24%) - Exper ience: 1–25 years (M = 8.7) - School location: 60% urban, 40% rur al Partic ipation was voluntary and anonymous. Instrumen t A struct ured 2 0-item questionnaire was developed based on inclus ive education r esearch. It consist ed of: - 10 items measuring teacher at titudes toward inclusion - 6 items identifying challenges encountered in practice - 4 items evaluating preferred solutions All items used a 5-point Likert sc ale (1 = strongly disagree; 5 = str ongly agree). Table 1. Survey Structu re and Focus Areas Section Number of Items Focus Attitudes towar d inclusion 10 Beliefs, c onfidence, perceived importan ce Challenges 6 Training gap s, class size, behaviour, materials Proposed s olutions 4 Support needs, collaboration, CPD Note . Table 1 s ummarises the structur e of the questionnaire us ed in this study. The distribution of items aligns w ith the main research objectives by capturing both te achers’ per ceptions and the institutional barriers they encounter. The balance between attitu des, challenges, and solutions ensures c omprehensive coverage of inclusive teaching is sues. Proceedings of the 11th International Scienti fic Conference 40 RESUL TS Table 2. Teachers’ Attitudes Toward Inclusive Educatio n (N = 50) Item % Agree/Strongly Agree Inclusion is important in language teaching 82% All students can learn with suppor t 78% I feel confident teachin g SEN students 46% Inclusion impr oves classroom culture 74% I need more training 88% Note . Table 2 indicates generally pos itive at titudes toward inclusive prac tices. The strong agreement on the importanc e of inclus ion sugg ests teacher s recogn ise its value. However, the low confidence rate (46%) and high demand f or training (88%) highlight s ignificant profess ional development needs. Table 3. Challenges Reported by Teachers Challenge % Selected Lack of training 72% Large c lass sizes 64% Lack of adapted materials 58% Diverse SEN needs 52% Behavioural d ifficulties 46% Limited collabor ation with specialist s 40% Note . Table 3 demonstrates that insufficient training and large class sizes ar e the most prominent obstacles. These issues echo previous Kazakhstani st udies, indic ating sys temic challenges that hinder teacher s’ ability to individualize inst ruction effectively. «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 41 Table 4. Preferred Solu tions Identified by Teachers Solution % Selected Profess ional development workshops 76% Smaller class sizes 62% Adapted materials 58% Support f rom psychologists 54% Co-teaching with specialists 46% Note . Table 4 highlights teachers’ desire for increased profess ional development and s pecialist support . Access to adapted materials and reduc e d clas s sizes are viewed as essential for effective inclusion. DISCU SSION The results o f this study dem onstrat e that lang uage t eachers in K azakhstan hold generally positive attitudes towa rd inclusive education, acknowledging its impor tance for ensuring equitable learning opportunities. However, the find ings al so reveal a s ubstantial gap between teach ers ’ beliefs and their ability to implement inclu sive practic es effectively. This gap is lar gely due to insuffic ient pr eparation, lack of methodological su pport, and struc tural challenges within mainstream schools. The high percentage of teachers who agreed that inclusion is important (82%) indicates strong ideological s upport, yet only 46% felt c onfident teaching learners with special educational needs (SEN). This discr epancy between attitud es and confidence aligns w ith findings report ed by both Kazakhstani and intern ational r esearchers, who emphasise that inclusive teaching r equires specialized knowledge, ongoing tr aining, and ins titutional suppor t. Proceedings of the 11th International Scienti fic Conference 48 Accor ding to May er (2005), these higher -level c ompreh ension skills f orm the f oundaon f or further language devel op ment. Discussion The Discussio n int erpr ets the results in rela on to the res earch ques on: How can animat ed ﬁlms support the dev elopmen t of audiovi sual per cepon in primary f or eign la nguage educa on? Animat ed Films Are W ell-Sui ted t o Childr en’ s Cognive Develop ment Y oung lear ners learn holiscally . They rar ely separ at e lis tening, s eeing, sp eaking, and acng. Animat ed ﬁlms support thi s natur al learning style by presen ng language i n meaningfu l, visu ally rich con texts. This mat ches the core principles of mulmodal learning: inf o rmaon is be er unders tood when deliv ered in mulple modes (K r ess, 201 0). Because animat ed ﬁlms ex ag ger at e f acial expr essi ons, tone, movemen t, and ges tures, th ey gi ve children str ong cl ues about meaning , making English input more acc essible. This is especially beneﬁcial f or beginners who cannot re ly on wri en te xt. T e acher Mediaon is cruc ial Although ﬁlms are power fu l, they mus t be us ed car efully . The liter ature warns ag ainst passi ve wa tching. Without guidance, chi ldren ma y enjoy the movie but learn very l ile English. T eacher s need to pr o vide stru ctured viewing t asks, ask guiding quesons, and choose clips int enonally . Ma yer (20 05) argues that learner s beneﬁt mos t when teacher s direct their aen on to relev ant visual a nd auditory cues. The e ﬀ ec venes s of ﬁlm-based lessons depends on:  Selecng short clips  Pr eparing vocabulary bef orehand  P ausing str at egically  Using predicon and re ﬂecon t asks  R epeang diﬃcult sc enes  Encour aging acve parc ipaon Film-Based Acvies Deve lop Mulple S kills at Onc e A signiﬁcan t advan t ag e of u sing a nimat ed ﬁl ms i s that studen ts can deve lop m ulple language and cognive skills simult aneously . For e xample:  Lis tening impr oves as s tuden ts idenfy r epeated p hrases.  Visual liter acy impr oves as they analyz e ges tures and expr essi ons.  Speaking skills g row in r ole-play s and reenactmen ts.  Crea vity develop s in dra wing , retel ling , or rewring acvies.  V ocabulary expand s natur al ly through conte xtua l e xp osure. This combinaon cr eates a more holisc learning exper ience compared to tr adional work sh eets. Challenges and Limit aons Despite their bene ﬁts, anima ted ﬁlms p r esent sev eral challenges:  Time cons train ts: Cl ips m us t remain short.  Class room m anagem ent: Students ma y become ov erly ex cited.  T echnology issu es: P o or audio or visuals can hinder learn ing.  Cultural r ef eren ces: Some ﬁlms m a y i nclude unf amiliar jok es or cu st oms.  T eacher pr eparedness: Educ at or s need tr aining to use ﬁlms eﬀ ec vely . Nev ertheless, t hese c hallenges can b e managed wi th care fu l planning and appr opriat e ﬁl m selecon. Implic aons for T eachers «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 49 T eachers should view animated ﬁl ms as teaching tools ra ther than entert ainment. Films oﬀ er unique opportunies to develop aud iovisual per cep on when used with purpose. E d uca tor s are encour aged to:  Choose ﬁl ms with simple language and clear visuals  Int egr ate ﬁlms into lesso n p lans with l earning outcom es  Use guided ac vies bef ore, during, and aer viewing  Encour age discussion and per sonal reacons  Use mulmodal task s s uc h as dr awing , acng, or s tory telling By d oing so, teachers can help students build f oundaonal sk ills neces sary f or later s ucc ess in language learning. Conclusion This theore cal study h ighlights the str ong poten al of Englis h-language animated ﬁl ms f or devel o ping audiovisual per cepon in primary f oreign lang uage educa on. Animated ﬁl ms oﬀ er rich mulmodal input b y combining speech, visuals, f acial e xpr essions, movemen t, and sound, making them especially eﬀ ecve f or young learners who depend on cont extual cues to under s tand new language. Th e litera tu re con ﬁr ms that animated ﬁlms increase mova on, su pport compr ehension, and align with ch ildren ’ s n atur al learn ing styles. How ev er , ﬁlms are mos t eﬀ ec ve when int egra ted int o car e fully s tructured lessons that include bef ore-, during-, and a er -viewing acvies. T eacher mediaon is essenal: guided viewing helps children f ocus on important audiovisual cues and prev ents passive wa tching. Through inten onal use of animated media , teacher s can support lis t ening skills, vocabulary devel opment, creav e e xpression, and cultural under st anding. As classr ooms connue to evolve with digital technologies, animated ﬁlms rep r esent a powerful and accessible tool that c an mak e language lear ni ng mor e meaningful, enjoyable, and eﬀ ecve f or young learner s. Fut ur e r esearch may explor e s peciﬁc ﬁlm genr es, teacher tr aining n ee ds, or long- term impacts on mulmodal liter acy . For n ow , the exis ng evidence str ongl y s uggests tha t animat ed ﬁl ms can pla y a valuable r ole in dev el oping audiovisual percep on a nd supporng early English language learn ing. R ef erences Bahrani, T ., & Solt ani, R. (201 2). How t o teach English using media. Inter n aonal Journal of English Linguiscs, 2(2), 92–95 . K rashen, S. D . (198 2). Principles and pracce in second language acquision. P erg amon. K rashen, S. D . (198 5). The input hypothesis: Issues and implicaons. Longman. K ress, G. (201 0). Mulmodality: A social s emioc approach to communica on. R outledge. K ress, G., & van Leeuwen, T . (2 001). Mulmodal discourse: The modes and medi a of cont emporary communica on. Arnold. Ma yer , R . E. (200 5). The C ambridge handbook of mulmedia lea rning. Camb ridge Un iver sity Pr ess. Ma yer , R. E. (200 9). Mulmed ia learning (2 nd ed.). Ca mbridg e Univer sity Pr ess. P aivio , A. (19 86). Men t a l repr esent aons: A dual coding approach. Oxf ord Univ ersity Pres s. P erneg er , T . V ., & Hude lson, P . M. ( 200 4). W ring a resear ch arcle: Advice to beginner s. Int er naonal Journal f o r Quality in Health Care, 1 6(3), 19 1–192. Sherman, J. (2003). Us ing authen c v ideo in the language classroom. Cambridg e Un iver si ty Pr ess . T errell, T . ( 1991). The rol e of reading and th e Natur al Approa ch. Forei gn Language An nals, 24(6), 529 –538. Proceedings of the 11th International Scienti fic Conference 50 UDC 3 72.881.1 T H E R O LE O F A U D I O G A M E S I N E A R L Y F O R EI G N L A N G U A G E E D U C A T I O N Ro zi eva Malik a Mamedzhanovna 4 th Year Bach elor student , “6B0170 1-T eacher of two foreign languag es”, Ka zak h Ablai Khan Uni versity of Internati onal R elations & W orld La nguage s(KazUIR & WL), Almaty, Kazak hstan Zhu mabek ova Gali ya Baisk an ovna Candidat e of Pedagogi cal Sciences, Pr ofessor Bain esh Shol pan Boranta iky zy Doct or of Pedagogica l s ciences Abstr ac t This arcle ex amines th e pedagogical role of a udio games in early f oreign language l earning by int egr ang s ever al theo r ecal per sp ecves, incl uding Br uner ’ s cons tr ucvism, V ygotsky ’ s sociocul tur al t heory , Russian pedagogical tr adions, and Kunanba yev a’ s communica ve-cognive approach. The s tudy synthesiz es theore cal liter atur e and cont emporary methodological sources to analyz e how audio g ames su pport auditory percep on, pho nological awar eness, voca bulary devel o pment, li st ening compreh ension, and communica ve compet en ce in young l earner s. The analysis demonstr ates that audio g ames align with ch ildren’ s ps ychoph ysiological charact er is cs — such as heightened a uditory sens ivity , emoonal res ponsiveness, and a natural pre f erence f or pla y —while also providin g structur ed scaﬀ olding tha t enables gradual linguisc devel opmen t. Th e ﬁndings indica te that audio games contri bute to cognive acva on, movaon, and inter ac onal eng agem ent , oﬀ ering develo pment ally appropria te wa ys to integr ate s ound-based instrucon into the primary f oreign language cl assroom. The arcle concludes that audio gam es constute an e ﬀ ecve, theore cally grounded, and pedagogic ally meaningful method th a t enhances the quality of early f oreign language educaon and supports naonal and inter naonal tren ds tow ar d communica ve, child-cent ered ins trucon. K eywor ds Audio g ames; ea rly f orei gn language learning; auditory per cepon; phonological awar eness; constru cvism; Bruner; socioc ultural theor y; Vy gotsk y; Zone of Pro ximal Devel opment; Russian pedagogic al tradions; U shinsky; Elk onin; Zank o v; communicav ecognive approach; K unanba yev a; ps ycho ph ysiological char acteris cs; list ening comprehen si on; vocabulary devel o pment; communicave compet ence; di gital learning tools; primary learners; pla y -based learning; scaﬀ olding; movaon; c ognive acva on. Intr oducon E arly f oreign language edu ca on has incr eas ingly shi ed tow ar d approaches that ar e devel o pment a lly appropriat e, child- cent er ed, and communica vely orien ted. Resear ch in cognive ps ychology , linguiscs, and pedag ogy consist ently demonstra tes that young learners acquire languages most eﬀ ecvely through auditory p er cepon, imi ta on , rhythm, and pla y fu l int er acon. T radional t eaching methods, which oen emphasiz e vi sua l mat erials, rot e memoriz aon, and te x t -based ex er cises, can f ail to e xploit t hese natur al mechanisms of early language learning. In contr ast, audio-based int er acve methods, parcul arly audio games, provide a rich auditory en vironmen t that aligns with children’ s cognive, emoonal, and «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 51 ps ychophy siological ch ar acteris cs, ther e by f acilit a ng more natur al and e ﬃcient language acquision. Audio g ames, which combine sound-based smuli with engaging narr aves , pr ompts, and int er acve t asks, allow children to develop phonological awar eness, listen ing comprehen sion, voca bulary , and basic communicav e skills i n a pl a y ful and mova ng cont ext. By oﬀ ering s tructured but ﬂexible audi tory experi ences, au dio g ames su pport both immediat e language processing and lo ng-term r eten on. The in tegr aon of such methods is parcularly relev ant in th e digit al age, wh er e int eracve learning tool s and mulmedia pla orms pr ovide opportun ies to crea te immer si ve, individ ualiz ed, and mul sensory educaonal e xperiences. Despite their gro wing use, th e pedagogical poten al of audio games ha s not been fully analyz ed th rou gh the lens of classical and co ntempor ary theore cal fr amework s. Se minal educa onal theor ies, such as Bruner ’ s cons trucvism, V yg otsky ’ s sociocultural appr oach, and Russian pedagogical tradi ons (Ushi nsky , Elk onin, Zank ov), pr ovide str ong jusﬁca on f o r usi ng sound-rich, pla y -based acvies in primary cl assr ooms . Ad dionally , K unanba yev a’ s communica ve-cognive model emphasiz es the import ance of mea ningful eng agem ent, int er aconal compet e nce, and cognive media on in f or eign langua ge learning. By syn the sizing these perspecv es, this study ex amines how audio games can be sy s temacally i nt egr ated into early f ore ign language instrucon to maximiz e linguisc, cogniv e, and socio emoonal devel o pment. This arcle aims to answer s ever al k ey quesons: How do audio games support children’ s natur al learning mechanisms? In wha t w a ys do they align with es tablished pedag ogical and ps ychological th eories ? How can t hey be pracc al ly implement ed in the primary classroom to enhance eng agemen t, m ova on, and communica ve competence? Through a theor ecal and analycal syn thesis of classical and cont empor ar y lit er atur e, th is study pr ovides a compreh ensive framew ork f or unders tanding the educaonal value of a udio g ames and their role in modern, devel o pment a lly appropri ate f or eign language pedagogy . Methodology This method allow s f or an integ ra ted unders t andi ng of how audio g ames func on as a theore cally grounded and developmen t ally appropria te instruconal tool. This study employs a theore cal, analy cal, and integr av e methodology to ex amine th e pedagogical role of audio g ames in early f or eign lang uage learning. The resear ch design prioriz es a mul-perspecve s ynthesis of est ablished ps ychological, pedagogic al, and linguis c frame work s. By in tegra ng cons tru cvis t (Bruner), soci ocultural ( V ygotsky), Russian cl assical (Ushinsky , E lk onin, Zank ov), and cont emporary communica ve-cognive (K unanbay eva) approaches, the methodology enables a compr ehensiv e a nalysis of audio games as an educa onal tool. The methodology in volv e s sever al interr elated s teps:  Conceptual Analy sis of Classical Theories:The study cr ically r eview s seminal work s in cognive and sociocultural theor y to es tablish a theore cal f oundaon. Br uner ’ s cons tru cvism provides insights in to discov ery -based learning and the role of scaﬀ ol ding, while V ygot sky ’ s Zone of Pro ximal Developmen t emphasiz es mediated int er acon and guided parcipaon. Russ ian pedagogical tr adions highl ight play , imit aon, and devel o pment a l learning as esse nal f or young lear ner s’ eng agement and cognive g r o wth.  Ex a minaon of Ps ychoph ysiological Charact eriscs of Primary Learners: The r esear ch consider s neur oscienﬁc and develop ment al evidence reg ard ing children’ s auditory sensivity , memory capacity , aen on span, and emoonal res ponsiveness. These ch ar acteris cs inf orm the desi gn and ev al uaon of audio game a cvies, ensuring alignmen t with chil dr en’ s natural lear ning mechanisms. Proceedings of the 11th International Scienti fic Conference 52  Class iﬁca on and Pedag ogi cal E valua on of Au dio Ga me T ypes:Audio g ames are analyz ed base d on t heir c ognive, li nguis c, and movaonal funcons. Phonec, le xical, gramma cal, and communicav e game s are ass essed in terms of their potenal to enhance listen ing comprehension, vocabulary acquision, pronunciaon, int onaon, an d int er aconal competen ce.  Syn thesis of Contem por ary Digital Learning Pr acces:The study su rvey s modern educa onal technologies, includi ng inter acve app lic aons, mulmedia resources, and audio-based d igit al tools. These ex amples are ex a mined in relaon to pedagogical eﬃcacy , eng agem ent , and alignment with cu rriculum s tandards.  Theor ecal Int e rpret aon in a Communicav e-Cognive Frame work:Final ly , ﬁndings are int erpret ed withi n K unanbay eva’ s model, em phasizing th e in tegr aon of cognive, linguisc, and soci al pr o cesses. This ensures that theor ecal insights transla te int o pr accal r ecommendaons f or lesson planning a nd cl assr oom app lic a on. Through this mul -la y ered methodology , the s tudy pr esents a s ys tema cally jusﬁed, pedagogic ally relev ant, and dev el opmen t a lly appropri ate fr amew or k f or integr ang audio games int o primary f oreign langua ge educaon. Theorecal and P edagogical Founda ons. Construcvis t P ersp ecves Bruner ’ s construcvism emphasiz es acve, discovery -base d l earning in which ch ildren construct meaning from sensory input. Audio g ames directly em bo dy these principles by requiring learner s to int er pret auditory cue s, r espond to rh y thmic pa erns, and engag e wi th narra ve or musi cal cont ent. Bruner ’ s spiral curriculum manif ests in the progr essive structur e of audio g ames, which r evisit linguisc materi a l at increasing lev els of comple xity and gr adually shi lear ners from imit a on tow ard indep endent pr oducon. Built -in auditory sc aﬀ olding—repeon, promp ts, and modeling—further reﬂects Bruner ’ s concept of guid ed instru conal suppo rt. In addio n to this, audio games su pport Bruner ’ s idea of enac ve, i conic, and symbolic modes of repr esen taon. Y oung learner s ﬁr s t act o ut rh y thms or imit at e sounds (enacve), then associate these sounds with images or ment al rep resent aons (iconic) , and ﬁn ally begin to a a ch linguisc meaning to them (symbol i c). This la yer ed progr ession demonstr ates how a udio games natur ally guide children through Br uner ’ s developmen tal s t ages withou t overwhelming them with ab s tract l anguage too early . Sociocultural T heory . Accor ding to V yg otsky , learning o ccurs through soci al mediaon within the Z one of Pro ximal Devel opment. Audio games simulat e mediated inter acon thr ough recor ded ch arac ter s, prompts, and f eedback, providing lear ners wi th structured ass ist ance that helps th em int er naliz e linguisc pa erns. T eachers can extend this mediaon by in teg r ang audio games int o collabora ve t asks, thus rei nf orcing V yg otsk y ’ s principles of gu ided parcipaon and gr adu al mov emen t from assi st ed to aut onomous perf orm ance. Mor eover , audio g ames f ost er dialogic learning, an import ant aspect of so ciocu ltur al theory . E ven though the inter acon somemes occ urs with r ecor ded voices, children s ll parcipate in au thenc communicav e ex changes: responding to instrucons, predicng outcomes, or repea ng dialogues. Th ese semi-s tructured inter acons se rve as “ social speech, ” which V ygotsky v iew s as the f oundaon f or the developmen t of inner speech — essen al f or independent language use. Russian Ped ag ogical T radions. Russian pedagogy pr ovides addional theor ecal jusﬁc aon f or audio-based met hods. Ushinsky emphasiz ed th e role of hear ing and imit a on in early language develo pm ent, aligning directly wi th the mechanisms acv at ed in audio g ames. Elk onin highlight ed play as the dominant acvity of childhood, while Zank ov pr omoted development al in s trucon aimed at s mulang higher «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 53 cognive pr ocesses. Audio gam es int egra te these principles by cr ea ng pla y - rich, cognively eng aging, and emoonally supporve l earning en vironmen ts. Fur thermore, these tradions emphasiz e sy stema city , gradual pr ogression, and emoonal inv olvement, all of which are inheren t in audio games. The rh ythmic and pla y ful structure of audio t asks mirror s El k onin’ s concept of role-pla y , while th e cognive challenge embedded in list ening t asks re ﬂects Zank ov ’ s idea t hat instrucon should b e “ahead of developmen t, ” encour agi ng learner s to opera te slightly above their curr ent level . Communicave-Cognive Approach . K unanbay eva’ s communicav e-cognive model posions f or eign lang uage learning as an int er aconal, cognively mediat ed process that requir es meaningful eng ag ement. Audio g ames crea te immer sive auditory situaons—dialogues, ins tr ucons, st o ries—that s mulate compr ehension a nd verb al response. They ac va te lingu is c, str at egi c, and soci ocultur al compet ences si mult aneously , aligning with the priorie s of modern K az akh st ani f or eign language educa on. Addional ly , audio gam es re ﬂect t he communica ve-cognive emphasis on processing, interp ret a on, and crea ve response. Children mus t not only hear language but als o interp ret its communicav e inten t, mak e decisio ns, and produce appropri at e rea cons. This mak es audi o games a power ful tool f o r f o rming early communica ve rea din ess, one of th e centr al goals o f K unanba yev a’ s m odel. P s ychophysiologic al and Linguisc Aspects. Y oung learner s possess heigh ten ed neuroplas city in audit ory regions, enabling them to p er ceive phonemic contr asts and prosodic paern s more eﬀ ec vely than adul ts. The ir rel i ance on rh y thmic r epeon, imi ta on, and sensory-motor integr a on corr esponds closely to the auditory and kines th ec f eatures of audio g ames. T asks in volving so und discrimina on, echo imita on, ch ants, and envir onment al nois es s treng then audi tory memor y , pho nological pr ocessing , arculaon accuracy , and lis tening c ompr ehension. Children ’ s short a enon spans and emo onal sensivity further support the use of dyn amic, pla yful, so undrich t asks tha t su st ain engag ement and re d uce learning anxiet y . In addi on, audio g ames s treng th en auditory sequencing skills, which are crucial f or processing word or der and g r ammacal s truc tur es. They also support work ing memor y devel o pment, enabling l earner s to ret ain and manip ulat e linguis c inf ormaon over sh ort int ervals. This is parcular ly valuable f or early grammar acq uision, wh ere children must hol d chunks of auditory input be f ore pr oduci ng the ir own responses. Ins trucona l V alue and Pracc al Applicaons. Audio gam es ser ve mul ple pedagogical func ons. P honec g ames re ﬁne pronunciaon and int onaon; lexical g a me s presen t vocabulary in conte xtu aliz ed auditory f orma ts ; gramma cal pa erns ar e int er nalized natur ally thr ough rh y thmic speech; and communic ave g ame s f ost e r basic inter aconal skills. Narr aves, so ngs, and en vironment al sounds increase r eten on by linking auditory in put with imagery or ac on. The use of d igit al audio p la orms, such as inter ac ve applica ons and animated st or ies, e xpands opportunies f or mulsensory lear ni ng and individualiz ed ins trucon . When int egra ted s ys temacally int o lesson st ages—warm-up, pr acce, and consolidaon—audio games enhance the authencity and richness of the l inguis c en v ir onmen t. Bey ond these funcons, audio g ames also support in clusive educ aon by providing mulple modes of eng agement f or learners with diﬀ eren t stre ng ths and challenges . Stu den ts with s tr ong audit ory int elligence bene ﬁt fr om sound-rich en vironmen ts, while those with limit ed r eading skills gain access to linguisc con ten t without relying on decoding text. Furthermor e, audio games can be adapted f or both group work and independen t lea rning , making them ﬂexible tools f or diﬀ eren ated instrucon. Proceedings of the 11th International Scienti fic Conference 54 Discu ssion The analysis demons trat es that audio g ames pro vide a highly eﬀ ecve pe dagogic al me dium f or early f or eign langua ge a cquision. By combining auditory -rich s muli with pla yfu l inter acon, th ey eng age learners c ognively , emoonally , and s ocially . Speciﬁcally:  Cognive Eng agem ent: Audio ga mes smulat e pred ic on, ca tegoriz aon, sequencing , and aud itory reasoning. Learners proc ess s ound p a ern s, imita te speech, and apply ling uis c rules in rea l-me, supporng both short -term and long-ter m mem ory devel o pment. Th e pr o gr essi ve s tructu re of g ames r eﬂects Bruner ’ s spiral curriculum, r einf or cing previou sly acquired knowledge while gradually in cre asing linguisc complexity .  Mov aonal and Emoonal F actor s:The p la y ful nature of audio g ames aligns with children’ s intrinsic mova on and emoonal responsiven ess. Incor por ang narra ves, songs, and en vir onment al s ounds sus tains a en on and reduces learning anxiet y . P osive emoonal experiences r ein f orce engag emen t and encourage repeat ed pr acce, enhancing ret en on.  Social and Communicav e Developmen t: Audio games oﬀ e r mediated i nt e r acon that su pports V ygotsky ’ s principles of the Zone o f Pr oximal Developmen t. Through teacher guidance or peer collabor aon, learners trans i on fr om assisted perf ormance to independen t linguisc competence. Di alogues, pr ompts, and int er ac v e tasks f oster meaningful communica on, pr omo ng both expr essi ve and recep ve skills.  Alignmen t with Ps ychoph ysiological Character iscs:Y oung learners’ height ened auditory se nsivity and relia nce on imita on mak e audio games parcularly eﬀ ecve. Phonological awar eness, arcul aon accuracy , int on a on, and list ening compr ehension are str eng th ened by t asks that lev er age rh y thmic r epe on, echo ing, and mulsensory int egr a on.  P edagog ical Pr accality and Int egr aon:Despite challenges suc h as p re par aon me, cl assroom managem ent, and technological access , audi o g ames can be s ys tema cally embedded within lesson st ages—warm-up, prac ce, and consolida on. T eacher training and care ful planning are essenal to maximiz e their in s truc onal value. Furthermore, the int egr aon of d igit al pla orms enables diﬀ eren aon, individ ualiz ed ins trucon, and mulmo dal learning experi ences. The audio games oﬀ er a syner gisc con ver gen c e of cognive, aﬀ ecve, and social learning mechanisms, demons trang both theorec al validity and pracc al applicability in early f or eign language educa on. Conclus ion Audio game s cons tute a peda gogicall y so und, theore cally grounded, and devel opment ally appropri ate tool f or early f orei gn language ed uca on. By acv ang fundament al cogniv e processes, incl uding auditory per ce pon, me mory , and linguisc reasoning, they crea te immer sive and mean i ngful learning e xperiences that enhance phonological, lexical , and communica ve compet ence. K ey contribuons of audio g ames i nclude: • Scaﬀ olding within the Z one o f Pr o ximal Devel opment: Audio games pr ovide s tructured guidance and support, allowing learners to inter n aliz e linguisc pa erns gradually and mov e t owar d autonomous language use. • Mov aonal and Emo onal Engag emen t: Pla y -based, sound-rich task s sust ain a enon, f os t er posive a tudes tow ard lea rning , and r educe anxiet y , th us enhancing over all learning outcomes. • Mulmodal and Int er acve Learning: Digital audio too ls oﬀ er oppor tunies f or individualiz ed instrucon, mulsensory eng agement, and au thenc communicaon, «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 55 aligning with mode rn pedagogical priories f or ch ild-cent ered and communicav e teaching. The i nt egr aon of audio g ames into pri ma ry f orei gn language curricula not only s tr eng thens linguisc sk ills but also su pports the holisc devel opmen t of young learner s. T o further opmiz e th eir use, future resear ch should explor e long-term learning e ﬀ ects, develop culturally and lingui s cally localiz ed audi o res our ces, and ex amine indivi dual learner diﬀ eren ce s in responsiven ess to audit ory -based instrucon. Ulmat ely , a udio games r epresen t an eﬀ ecve str ateg y to moderniz e ear ly language educa on, bridging cl assi cal pedagogic al principles with con temporary digit al learning prac ces, and preparin g learner s f or meaningful communicav e competence in a globaliz ed cont e xt. Re f erences: Baddeley , A . (19 92). W orking Memory . Oxf ord Univer si ty Pr ess. Bruner , J . (19 66). T owar d a Theory of Instrucon. Har var d U n iver sity Pr ess. Bruner , J . (19 83). Ch ild’ s T alk: Learning to Use Language. Norton. Elk onin, D . B. (19 78). Ps yc hology of P la y . Moscow . K rashen, S. (1982). Principles and Pr acce in Seco nd Langu age Acquision. P erg a mon. K unanbay eva, S. S. (2013). Contempor ar y For eign Language E d uca on. Almaty . Ushins ky , K. D . (187 0). R odnoy e Slovo. Moscow . V ygotsky , L. S. (1 978) . Mind in Society . Ha rvar d Un iver sity Press. Proceedings of the 11th International Scienti fic Conference 56 T H E R O LE O F A R T I F I C I A L I N T E L L I G E N C E I N F O R EI G N L A N G U A G E L E A R N I N G : E X P L O R I N G C H A T G P T ’ S P O T E N T I A L F O R E N H A N C I N G S P E A K I N G A N D LI S T E N I N G S K I L L S Myrz akhanova D.S . Master, seni or lect urer , Kaza kh Ablai Kha n Int ernational Univ ersity of Relati ons and World La nguages,Kaz a khst an Tolen M. 4 th year student ,Kaz akh Ablai Khan Int ernatio nal Uni versity of Relati ons and World Languages,Ka zak hstan ABSTRACT This study explores the transformative role of ar tificial intelligence (AI ), particu larly focusing on ChatGPT, in enhancing s peaking and listening skills in for eign language learning. As AI technologies become integral to education, unders tanding their impact on language acq uisition i s crucial. This research employs a mixed-method a ppr oach, involving surveys and interv iews with students and educa tors to gath er insights on their experiences with Ch atGPT. The findings r eveal that Ch atGPT facilitates personalized learning by pr oviding immediate feedback, engaging conversational practice, and offering access to a vast array of lang uage r esources. However, challenges such as rel iance on AI and the necessit y of balan cing tec hnology with human interaction ar e identified. This paper discusses the implications of th ese findings for langua ge educators and suggests str ategies for effectively integrating AI tools into language teaching methodologies. The study concl udes th at while ChatGPT pr esents significant opportunities for language learning, careful consideration of its limitations is essential for maximizi ng its benefits i n educational settings. This r esearch co ntributes to the ongoing discour se on the intersecti on of AI and educat ion, particularly in the rea lm of language acquisit ion. KEYWORDS : Artificial Int elligence, Language Le arning, ChatGP T, Speaking Sk ills, Listening Skills INTRODUCTI ON Artificial int elligence (AI) i s transforming numerous industries, with its u se in educa tion attract ing signi ficant focus. AI tools enable cu stomized lear ning experiences, simplify administrative pr ocesses, and offer st udents instant feedback. These advancements are r eshaping traditional educat ional paradigms, emphasi zing the need for innovative t eaching strategies. AI syst ems can analyze vast amounts of data, offering insights that enhance both teaching effectiveness and st udent engagemen t (Baker & Inventado, 2014 ). In th e context of language learning, the integration of AI technologies presents unique opportunities and challenges. Language a cquisition is inherently complex, requiring not only the un derstanding of grammatical structur es but a lso the ability to engage in meaningful communicati on. As edu cator s seek to «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 57 address the diverse needs o f lear ners, AI to ols, particular ly conversational agents lik e ChatG PT, are emerging a s valuable resources for enhancing language skills (Gonzalez et al., 2023). ChatGPT, dev eloped by OpenAI, is a prominent example of a co nversational AI model. Utilizing advance d natural language processi ng techniques, it generates coherent res ponses to user inputs, making it an effect ive tool for simulating conver sations (Vaswani et al. , 2017). Unl ike traditional language learning appl ications, Cha tGPT adapts to individual users' needs, offering personalized suppor t in rea l-time. Its a bility to provide instant f eedback on language use makes it particu larly beneficial for languag e learners who often lack opportunitie s f or practice outside of the classr oom. The versatility of ChatG PT allows it to ser ve var ious roles in language learning, fr om vocabulary en hancement to real-ti me co nversational pr actice. Research indica tes th at interactions wi th AI ca n lead to improved language profici ency, especially in speaking and listening skills (Almarzooq et al., 202 3). By engaging in dialogues w ith ChatGPT, learners can practice pronunci ation, develop fluency, and gain confidence in their sp eaking abilities. The use of AI in langu age ed u cation is bec oming incr easingly pr evalent. Ma ny educational institu tions are beginning to incorporate AI tools into their curr ic ula, recognizing t he potential fo r these technologies to facilitate language acquisition. Studies have shown that AI-assisted learning can enhance stu dent motivation and engagement, leading to impr oved l anguage outcomes (Cheng et al., 20 21). For instance, the ability to r eceive inst ant corr e ctio ns and feedback from an AI t ool helps learners identify the ir weaknesses and address them pr omptly. Furthermor e, AI tools provide learners with access to diverse language inputs, such as dif ferent accents and dialects . This exp osure is cruc ial for developing lis tening skills, as students ar e more likel y to encounter a variety of sp eech patterns in r eal-world communication (Gonzalez et al., 2023). By interacting with ChatGPT, st udents can enhance their lis tening compr ehension and become more adept at understanding sp oken language in dif ferent contexts. Speaking and list ening skills are fundamental components of language learning. Effective communicati on requires not only the ability to express ones elf verbally but also the capaci ty to understand o thers. Trad itional language education often empha sizes reading and wr iti ng, leavin g speaking an d listening skills under developed. Ho wever, the int egratio n of AI tools li ke Ch atGPT can address thi s gap by providing learners w ith oppor tunities for in teractive practice. Eng aging with Ch atGPT allows learners to practice sp eaking in a low-p ressure enviro nmen t. They can initiate conversations, ask questions, and respond to prompts, all of whic h co ntribute to their speaking abilities (R amesh & Zhang , 2023 ). This inter acti on foster s confidence, enabling students to become more comfortable using the language in var ious co ntexts. A dditionally , ChatGPT can simulate conversation s on different topics, allowing learners to practice speak ing in diverse scenar ios and bu ild th eir vocabular y. Listening skills, equally essent ial for effective communication, can also be de veloped through AI-assisted learning. In teractions with ChatGPT require learners to actively listen and respond appr opriately, promoting compreh ension and cr itical thinking (Ko hnke et al., 2023). This dyn amic engagement enhances stu dents' abilities to analyze spoken languag e, formulate response s, and parti cipate in meaningful dialogues. The prima ry objecti ves of this study are to assess th e impact of Cha tGPT on improving speaking and listening ski lls in univer sity-l evel for eign la nguage learners; to comp are the effectiveness of AI-dr iven langua ge practice with tradition al instr uctor-led methods in developing communicati ve abiliti es; to analyze partici pants’ sel f-reported experiences and per ceptions of using ChatGPT for language learning; to identify potential str engths, limi t ations, a nd ar eas for improvement in integrating AI tools like ChatGPT into foreign language instruct ion; to explore the role of AI technology in fostering a balanced a ppr oach to language learning that combines innovative tools with traditional teaching methods. While the benefits of AI in language le arning are si gnificant, it is essent ial to address potential challenges and ethical considerations. One conce rn is the quality and reliability of AI- Proceedings of the 11th International Scienti fic Conference 64 P S Y C H O L O G I C A L A N D P E D A G O G I C A L C O N D I T I O NS F O R D E S I G N I N G A P R O F E S S IO N A L L Y O R I E NT E D ED U C A T I O N A L T R AJ E CT O R Y F O R F U T U R E T E A C H E R S Sarbas ova Aig ul Daul etbakovna Kaz akh Nati onal Women' s Teach er Trainin g Un iversity Ku tt ybek Aida Kutt ybekkyz y Kaz akh Nati onal Women' s Teach er Trainin g Un iversity Abstrac t The articl e r eveals th e psychologica l and pe dagogical con ditions that ensure the formati on and promotion of a p rofessionally-oriented educational tr ajectory for students of a pedagogical university. Th e essence of pr ofessionally-o riented educational trajector y a s an individual path of professional devel opment for future teachers is cl arified, and the role of the university's educational environment in its design is determined. The results of th e diagnosis of the learning motivation of 3rd- a nd 4th -year st udents are presented, sh owing differences in th e intensity of professional and educational-c ognitive motives. The need to str engthen professiona l orientation, develop independence, and form readiness for a conscious ch oice of a professio nal path is justifi ed. The organisa tional and psycho logical conditions th at co ntribute to the development of professionally -oriented educational trajectory are described, including tutorin g, counselling support, and t he activities of t he ‘School of the Future Teacher’. Key wo rds: ind iv idu al isat ion of edu catio n, mo tiv a ti on to learn , pro fes sio nal motiv atio n, tu to ring su ppo rt , psy cholo gi ca l and ped ago gical con dit io ns, p rof e ssi onal deve lo pmen t o f te ach ers . Introdu ction The g oal of modern profes s iona l educatio n is to train tea chers who are capable of self- actu a li sat ion and self- real is ati on in the ir p rofe ssional activ itie s, ha r moniou sly combining per sonal and profess iona lly sign ifi c ant qua lities . The imp lementat ion o f thi s goal i s requ ir ed by the refo r m of nationa l ed ucation sys tems , which actuali s es the profe s si onal develo pment of tea c her s in a per sona lised manner , ‘by develop ing their abil ity to c omprehend , descr i be and co nvey the ir own inno vative e x perienc e ’ [1, p . 28]. In this regar d, the educational pr ocess sh ould be fo cused on forming an active positi on of the student in building a professi onally-oriented educational trajectory, because ‘students should become pr oducer s, not consum ers of knowledge and their own socia l wo rld’ (according to the concept of ‘ Student as Pro ducer is Ha ck ing the U niversity’) [2, p. 255]. Such a trajectory should be individual in natur e. Consequently, it is necessary to cr eate psychological and pedago gical conditions for the individualisation of l earning and opportuni ties for stu dents to design th ei r ow n professional dev elopment. At the same time, the individualisation of university educat ion remains an unresolved issue, as evidenced by the co ntrad ictions between: 1) individuals' motiva tion to learn based on their abilities, needs and dominant skills, and the in sufficient development of t he co nditions requir ed for a personalised ed ucational environment; 2) the demand f or individualisation of continuous profession al and pedagogical training and the lack of sk ills among students in managing their own professional development and adapting the content of tr aining to themselves; «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 65 3) th e rel evance of the te chnology of an indi vidual approach t o the construct ion of an individual educational trajectory by stude nts and the imposition of ready-ma de edu cational routes in the vocational tr aining syst em. Thus, the promotion o f reforms in Kazakhstani educa tion is hampered by the ins ufficient contr ol tha t teachers have over their own pr ofessional development, which highligh ts th e problem of dev eloping and implemen ting a pr ofessionally-oriented e ducational traj ectory for futur e teachers. Materials and methods Research into the problem outlined abov e ha s led to the formulation of the following hypoth esis: if future te achers studying at universities develop the skills to design individual professional devel opment programmes, this will contribute to their mor e comprehensi ve professional development compa red to the curren t practice of p rofessional training for university students, since such d esign st imulates su stainable mo tives for self-development and self- realisation and, on this basis, the purpose ful developme nt of a s ubjective position. During the stu dy, a theor etical analysis method was use d to conduct an aspect-b ased review of th e literature. The following was established. C. B. Vorobyova and A. P. Tryapitsyna view an individual educati onal p ath as a purposefully designed di fferentiated educa tional progr amme that is determined by th e educational nee ds, individual ab ilities and capabi lities of the student, as well as educa tional standards. At th e same time, there is the concept of an ‘ individual educational trajecto ry,’ wh ich G. A. Bordovsky, E. A. Klimov, B. C. Merlin , and H. H. Surtaeva give a broader meaning and indicate sev er al directions for implementation: content-related (var iable cur ricula and educational progra mmes); activity-based (special p edagogical technologies); proce ss-based (organisational as pect) [3]. A.V. Khutor skoy considers the individual educational tr ajectory in relation to the stud ent' s personality – as a personal path to r ealising their personal potential in education [4, p. 38 3]. In this regard , t he sk ills/competencies of developing and advancing an individu al educ ational trajectory become the basis for continuous per sonal education, incl uding pedagogical education. V.T. Ti khomirova's scientific position substantiates the content of work on promoting students i n their individual trajector ies. Thus, a student's individual development traje ctory is a path towards vital and pr ofessional r eadiness for indep endent and responsible life in the civic and professional sp heres [5, p. 54] . The st udent's act ivities in desi gning an individual tr ajectory corr elate wi th the sy stematic activities of the tea cher: "his t asks include identi fying t he needs and indiv idual ch ar acteristics of students, coor dinating i ndependent work, advising and correcting students' ed uca tional and cognitiv e activities, assessing lear ning outcomes, and assi sting in self-reflection [ 6]. It is impor tant for us to consider individual tr ajectories in t erms of: – personal p otential and se lf-organi sation: "the idea of the per sonal p otential of the subject of activity, which includes the totality of their su bjective, co gnitive, creative and other abilities [7, p . 83]; ‘an indiv idua l project for a chieving learning goals and outcomes planned by the learner themselves thr ough the selection o f appropriate f orms, pace, means and me thods of learning, where the condition for such a ch oice is properly organised i ndep endent work by students’ [8, p. 25] – prospects for se lf-development: ‘the path of a student's self-development with its inherent unique and d istinctive featur es’; ‘ a pa th to e du ca ti on ’ as a c o ns eq ue nc e o f th e in di v id u a li sa ti on o f th e e du c a ti on al pr oc e ss in h ig he r e d uca t io n i ns ti tu tio n s , wh ere b y st ud en ts c on st ru c t t he ir ow n e du ca ti o na l pa t h an d p ro gre s s a lo ng it , en su ri ng t he ef fe c t iv en e ss of t he le a rn i ng pr oc e ss . S tu de n ts do no t si mp ly a cq u ire th e n ec e ss ar y kn ow le dg e , b ut be co me e du c a te d pe op le i n the de ep e s t se n se o f th e wo rd [9 , p. 8 0 ]; ‘ m ea ni ng -g e ne ra ti ng a c t iv i ty o f f o re ca st in g on e' s fu tu re . ’ T he pe rf o rm an ce o f th i s a ct iv i ty i s en su re d Proceedings of the 11th International Scienti fic Conference 66 b y t he d e ve l op me nt of pro gn o st ic co mp et en ce , wh ic h d et er mi ne s t he co n st ru c t io n o f po ss ib le ro ut e s t o ac hie vi n g th e f u tu re " [1 0, pp . 79 -9 0] ; ‘l i fe co u rse ,’ wh i ch i n clu de s hi st or ic a l an d ra ti on al -e th ni c d if fe re nc e s i n th e tr a n sit io n to ad ul t ho o d, the tr an s i ti on f ro m s ch o ol to wo r k , ed u cat io n al ca ree r , c h ar ac te ri st i c s of a c t iv i ty th ro u gh o ut li fe , an d li fe pe ri od in th e c o nt e x t o f ps y c ho l og i ca l we l l -be in g [1 1] . Thus, analysis of psy chological and pedagogical literatur e sh ows that, desp ite a significant amount of research on the problems of designing in dividual educational t rajector ies, the issu e of creating co nditions for building a professionally-oriented educational tr ajectory for the professional development o f future teachers in higher education i nstitutions has not b ee n suffici ently studied, and the p ossibilities for creating a sch ool fo r future teachers have not been explored. The method of analysing the basic concept ma de it possi ble to clar ify its wor king definit ion, which i s presented using a denotative graph i n Figure 1. What is a career-oriented educational tr ajectory? – the essence of t he concept A student's p ersonal journey in mastering th e tools for solving p rofessional tasks What is the main objective? – goal, p urpose In the realisation of the student's p ersonal potential How is a student's personal potential real ised? – clarifying the means of a chieving goals thr ough the individualisation of learning i n a personalised educatio nal environment Under w hat conditions is it poss ible to design a professionally -oriented educational tr aject ory? – analysis o f the conditio ns for achieving the goal 1. Psych ological support for each student ; 2. Developing students' psy chological readiness for career-ori en te d activities; 3. Tutoring support f or career-oriented succ es s motivation; 4. Optimising students ' independent work on planning th eir professional and educational act ivities; 5. Organising co mpetence-oriented research work for students. What is the result of this approach ? – predicting the outcome Professional d evelopment of stud ent s, acco mpanied by the formation of p edagogical thinking and skills for solving professional ta sks Figure 1 – Denotati onal graph for the concept of professionally-oriented ed ucationa l trajector y «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 67 As can be see n from the de not ativ e gra ph, we have use d mo del li ng meth ods to de term ine th e ps yc ho log ic al an d ped ago gica l con dit ion s for the con scio us and su sta ina ble adva nc e men t of st ud e nt s in POOT . L e t us pre sen t a bri ef j ustifi cati on f or t he m. Co nd iti on 1 . P sych o lo gica l su pp ort fo r eac h stud ent . The prob le m area of t his wo rk inc lu des : mo nit ori ng stu dent s' pe r ce ptio n of the st at e sta n da rd of prof ess io nal tra inin g, a nal ys in g exte rna l an d int e rna l caus e s of unc e rta inty i n prof e ssio nal t rai nin g at th e un ive rsi ty , a na lysi ng ne w req uire me nt s fo r the fo rma ti on of pro fe ssi onal co mp ete nc ies in a pa rti cul ar fie ld, and he lp ing st ud e nt s so lve pro bl ems re late d to ma steri ng th eir p r of ess io n. Condition 2. For mation o f students' psychological readiness for professionally or iented activities. The structu re of psych ologi cal r eadiness includes motivational, orientational, operational, volit ional, and evaluativ e co mponents. We have cl arified the conditions for the formation of t he psychological readiness under study: 1) Awareness of the challenges facing the education sys tem, social demands for quality education, and t he requirements of the teaching labour m arket; 2) Awareness of the miss ion and goals of education and teaching acti vities; 3) Understanding and assessment of th e conditions i n which professional teaching act ivities will be carr ied out, as well as existing teaching exper ience; 4) Identificatio n of the most likely an d auxiliary methods f or solving teaching task s; 5) For ecast ing the manifestatio n of one's inte llectual, emotional, motivational, an d volitional proc esses in the course of pedagogical acti vities; 6) M obilising external and internal r esources for professi onal pedagogical development. Condition 3 . Tuto r ing su pport for motivat ion for professionally-ori ented s uccess. Th e main focus of tutoring is to support the developmen t of general and professional co mpetencies of students within the framewor k of th e professional educational prog ramme and th e development of POOT. Condition 4 . Optimisa tion of students' independent wor k on planning an d advancing their POOT. In order for st udents to devel op profession al competencies, i t is n ec essar y to org anise the educational process at the univer sity in such a way that it is ch aracterised by the expansi on a nd complicati on of th e fiel d of their independent activ ity. Independent wor k aims to develop students' independence, allowing the m to organise their own cognitiv e activities, structuri ng them into a complete cy cle (goal setting, planning, analysis, r eflection, sel f-assessment), develop professional se lf-awareness, and assess their ow n professional capabilities. Condition 5. Or ganisation of competence-oriented sc ientific and research work by students. Firstly, such activity is carried out on a voluntary basis, under conditions of info rme d choice by the student; secondly, the stu dent himsel f deter mines the topic that interests him and conduct s the res earch independently, which is funda mental for future pr ofessional a ctivity; Thirdly, this act ivity prepares st udents fo r lesson stu dy and action resea rch, which are relevant research strategies implemented in Kazakhstani schools. The diagnost ic meth od m ade it pos sible to determine the initial s tate of students' external and internal learning mot ivations as factors influen cing the devel opment of the PTO and progress in it. The experime ntal bas e for the study was th e Kazakh National Women's Pedagogica l University. The stu dy co vered 160 students majoring in p edagogical sc iences: thir d- and fo urth- year st udents specialising in 6B01101 ‘ Pedagogy and Psychol ogy,’ 6B01301 ‘Pe dagogy and Methods of Primary Education’, 6B01 801 ‘Social Pedagogy an d Self-Awareness’ – 160 people in total. The methodology use d, ‘ Motivatio n for Learning amo ng Students of Pedagog ical Universities’ b y Pakulina S.A. K etko S.M. [12], made it possi ble to diagnose three groups of motives that deter mine learning activi ty: a) in the past – the dominant motives f or entering university, b) in the pr esent – the act ual motives for l earning a ctivi ty, c) in Proceedings of the 11th International Scienti fic Conference 68 the futur e – professional motives. The diagnostic r esults are presented in Table 1. Table 1 – Results of diagnostics to identify the motivation of students at a teacher training university Mot ive s thir d- ye ar s tu den ts – 80 peo pl e ст удент ы 4 к ур са – 8 0 чел . 4t h - ye a r st ud ent s – 8 0 pe opl e. pe opl e. % pe opl e. % Motives for applying to university 2 1 2 6 , 25 2 4 3 0 Real motives for learning activities 3 9 4 8 , 75 % 30 37 ,5 professional moti ves 2 0 25 % 2 6 3 2 , 5 The data in the table shows that third-year students are dom inated by real motives (48%), while four th-year stu dents have a lower rate of 37%, which indica tes a decline in academic act ivity towards graduation. Motives r elated to admissi on to university are present in 25% of th ird-year students and 28% of fourt h-year students, wh ich indicates that extern al mot ivation persists even in the senior years. Pr ofessional mo tives ar e expressed by 27% of th ird-year students an d in cr ease to 33% among fourth-year stu dents, but their level r emains insuf ficient. Thus, a significant propor tion of students are dominated by motives that are weakly related t o pr ofessional g rowth and do n ot ensure confident progress in their educational tr ajectory. To c larify t he exist ing moti ves for lea rning , we u s ed a meth odo lo gy de v el ope d on the bas is of a qu est ion nair e by A. A. Rean an d V. A. Y aku nin a nd sup ple me nt ed b y N. Ts . B adma eva [13, pp. 151 –1 54 ]. Stud ent s w ere aske d t o re view a 3 4- qu estio n test a nd rat e the lis t ed m o tives for learni ng activi ti es o n a 5-po in t s ca le acc ordi n g t o t h eir impor tanc e to t he m. The r esul ts o f the proc es sing a nd i nt erpr etat io n ar e pr es ent ed i n T abl e 2. Table 2 – Results o f testing to identify the s ignificance of learning m otivation for students Mot ive s third- ye ar s tud ents – 80 peo pl e ст удент ы 4 к урс а – 8 0 чел . 4t h - ye a r st ud ent s – 8 0 pe opl e. pe opl e. % pe opl e. % Co mm uni cati ve - - - - Avoiding failure 2 2, 5 4 5 , 5 pre sti ge - - - - pro fes si on al 4 2 5 2, 5 3 3 45 ,2 creative self-ful filment - - - - Educatio nal and informative 3 5 4 3, 8 4 3 58 ,9 soc ial m otiv es 1 1, 3 - - The test resul ts conf irm the need for a co mprehensi ve approach to developing the design skills of st udents in vocational education, where motiv es of creati ve self-realisation, prestige , communicati on and social motives become significant. «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 69 The co mprehensive approa ch was implemented through th e organisation and content of the activities of the school for future teachers of 3rd and 4th year students in the above- mentioned teaching s pecialisations. Results and discus sion School for Future Teachers (hereinafter referred to as the Sch ool) is an e nvironment fo r interactive and active partnership between students and tutors and practising teachers, designed to develop s tudents' pedagogica l thinking and value-based attitude towa rds professi onal acti vity through the integr ation of subjec t-sp ecifi c, methodolog ical and philoso phical content in an informal setting. The content of th e School's activities: feedback, co nsult ations (individual and group), training sessions (e. g., sol ving peda gogical p r oblems), Wor ld Caf é, webinars, coa ching, discus sion plat forms, works hops, ana lysis of students' le arning outcomes – co rresponded to the nature of th e interaction. - personali sed, team-based, co rporate-pr ofessional. School p articipants from among the students were involved in th e implementation of regional educa tion projec ts and in monitoring innovative pr acti ces in educational institutions. The following met the conditions we specified (see Fig. 1) : 1) th e rapid response activities of the sch ool's psychological ser vice; 2) pr ofessional developmen t training; 3) th e organisation of tutoring as guidance, sup port and facilitation; 4) joi nt maintenance of motivational and r eflective diaries by s tudents; 5) co urse design on r egional educati on issu es . Analysis of the sch ool's activities co nfirms that the effectiveness of individual p r ofessionally-or ient ed educational trajectory desig n is determined by the level of student activity, the conten t and organisation of the design process in wh ich they are involved, persona l motives and meanings, and th e nature of pedagogical inter action and influence. Conclus ions 1.The de sign of profe s sion ally-o r iented educ ation al tra je c to ry by f uture tea chers requ ire s ac ademi c freedom a nd variab ilit y, flex ibili t y and mobility of the education al process. 2. The advan cement of student s in pr of essionally-o riente d education al traje c to ry is ba s ed on thei r awarene ss of the pros pects for profe s sional de velopment an d e xpansio n of t hei r pro fes sional a nd pe dagog ica l profile , as w ell as opport unit ies t o manage thei r own educat ion. 3. Developi ng t he c ompe tenc ie s of f ut ure teache rs that are in demand for profes siona lly- orie n ted educat i onal trajecto ry: to learn i ndepen dently , i mpro v e their qual ifi c ation s or retrain comp letel y, quick ly asse ss the situ ation and t heir r e s our c es, make de c isi ons and take re spon sibil ity f or t hem, adapt to changi ng liv i ng and wor king conditi ons, deve lop new ways of working or tran s form old ones in orde r to optimise them, must be c arr ied out in conditio ns of inte gration of cla ssroom a nd e xtracu rri c ular work , forma l, non-fo rma l and in f ormal edu c ation . LIST OF SOURCES USED 1. P odymova, L.S., Golovyatenko, T. A. Organisat ion of a persona lised educational space as a problem [Text] / / Higher Education Today. – 2020. – No. 1. – pp. 28–30. 2. Bi tem H. , Sharp, R. Rethinking pedagogy for the digita l ag e. Design in 21 st century education [Text]. – Almaty: Public Foundation ‘Uttyk Audar ma Burosy’, 2019. – 352 p. 3. Be rezhnaya, I. F. Pedagogical Design of the Individual Pr ofessional Development Trajectory of Future Specialists [text]: abstract of dissertation for the degree of Doctor of Pedagogical Sciences (13.00.08) / Ber ezhnaya Irina Fedorovna; Federal State Budgetary Educatio nal Instit ution of Hi gher Education ‘M oscow State Pedagogical Universi ty’. – Moscow, 201 2. – 43 p. 4. Khutorskoy, A. V. Methods of personality-oriented teaching. How to teach everyone Proceedings of the 11th International Scienti fic Conference 70 differently? A teacher 's guide [Text]. – Mosco w: VLADOS-PRESS Publish ing House, 2005. – 383 p. 5. T ikhomirova, V. T. Experience in designing an individual trajectory of professional and personal development of students in a r esearch educati onal envir onment [Text] // Bu lletin of KazNU. Series ‘ Pedagogical Sciences’ . 2013. – No. 3 (40) – pp. 46 –56. 6. Evseeva, A.M. Implementation of an individual educational trajectory fo r the development of listenin g skills of stude nts of a non-linguistic univer sity i n a blended learning environment [Text] // Philological Sciences. Questions of Theory and Practice. 2019. – Vol. 12. – Issue 2. – pp. 250–254. 7. Mukhamet zyanova, F. G. , Zabir ov , R. V., Vafina, V. R. Individu al educa tional tr ajectory and individual educational path of a student as a factor in the successful training of fut ure bachelors at a university [T ext] / Moder nisation of education: problems and pr ospects: Proceedings o f th e XXII Ryazan Pedagogical Readings . – Ryazan: Ryazan St ate Unive rsity, 2015. – pp. 81– 85. 8. Ualiyeva, N. T. Psychological and p edagogical co nditions for organising independent work by students ba sed on a competence-based approach: PhD dissertat ion [Text]. – Almaty: Abay KazNPU, 2016. – 253 p . 9. Bo chkareva, S. M. M ethods, means and technologies in tutor ing the individual development tr ajector y of stu dents [Text] / Pedagogy and psycholo gy as a resource for the development of modern society: collection of articles from t he 2nd Intern ational Scientific and Pract ical Conference. – Ryazan, 2010. – p p. 320–325. 10. Labunskaya, N. A. Indi vidua l edu cational paths of st udents: approach es to revealing the concept [text] / / News of the Russian State University named af ter A. I. Herz en. – 2002. – No. 3. – pp. 79– 90. 11. Ze er, E. F. Technological P latform for Realisation of Students’ Individual Education al Trajectories in Vocational School / E. F. Zee r, A. V. Streltsov [Text] // IEJME – Mathe matics Educatio n. – 2016. – No. 11 (7). – P. 263 9–2650. 12. Pakulina, S. A., Ketko, S. M. M ethodology for diagnosing the motivation of st udents at a pedagogi cal univer sity [Text] // Electr o nic jour nal Psychologica l Science and Ed ucation. – 2010 . – No. 1. – pp. 1–9. «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 71 Д е н е ш ы ны қ т ы р у п ә н і н ц и ф р л ы қ т е х н о л о г и я м е н и н т е г р а ц и я л а у м ү м к і н д і к т е р і Д.К. Жану заков ич М. Өтемісов атынд ағы Батыс Қазақста н унив ерситеті , Орал , Қазақс тан Қазіргі заман да ақпаратт ық технологиялар білім беру са ласына елеулі өзгеріст ер енгізді. Де нешынықтыру пәні дәстүрлі түрде спортзалдар мен ашық алаңдарда фи зикалық жаттығулар арқылы оқытылса да, цифрлық технологи яла рды қолдану са бақтарды тиімдірек , қызықты әрі интерактивті етеді. 1. Онл айн жаттығулар және қашықтықтан бақылау Цифрлық технологиялар арқылы студенттер үйде немесе кез келген жерде жаттығуларын орындап, мұ ғалімдер олардың белсенді лігін қашықтан бақылай алады. Мысалы: Z oom, Microsoft Teams немесе Googl e Cl assroom платформалары арқылы онлайн дене шынықтыру сабақтары өтк ізіледі. Мұғалімдер студенттерді ң қ озғ алысы н қа дағалап, түзетулер енгізе алады. 2. Ф итнес-трекерлер және мобильді қосымш ал ар Қазіргі таңда сту денттер арасында фитнес-трекерлер (Fitbi t, Mi Band, Apple Watch ) кең інен қолданылады. Мысалы: - Қоз ғалыс санын, жүрек соғу жиілігін, к алория шығынын тіркеп отыру. - Қол данбалар (MyFitnessPal, Str ava) арқылы жеке физикалық белсенділікті талдау. Бұл студ енттерге өз прогресін бақылауға және жатты ғуларды тиімді жоспарлауға мүмк індік береді. 3. Виртуалды ж әне қосымша шындық (V R/AR) т ехнологиялары VR/AR технологиялары са бақтарды ойын элементтерімен байытады және жаттығуларды қызықты етеді. Мысалы: - VR көзілді рігі арқылы спорттық жаттығуларды үйде орында у. - AR қолданбалар ы арқылы жаттығулардың дұрыс орында луын визуал ды түрде кө рсету. Бұл әдіс әсіресе техника лық қа теліктерді түзетуге және жарақаттан қорғауға көм ектеседі. 4. Д еректерді талдау және жеке бағдарлама құру Цифрлық құралдар студенттердің ф изикалық дайынды қ деңгейін өл шеуге және әрбір оқушыға арнайы бағдарлама қ ұруға мүмкіндік береді. Мысалы: - Goo gle Forms немесе арна йы деректер базасы арқылы ст удентте рдің жаттығу нәтижелерін жинау. - Excel немесе арнайы спорттық бағдарламалар а рқылы талдау жасап, жеке ұсыныста р бе ру. 5. Интер активті ойындар мен қосымш алар Студенттердің қызығушылығын арттыру үшін физикалық белсенділікті ойын элементтеріме н үйлестіруге болады. Мысалы: - Pok émon GO немесе Zombies, Run! сия қты қозғалысқа негізделге н мобильді ойындар. - Ст уденттер қозғалып, қимыл арқылы ұпай жинайды, бұл олар дың күнделікті белсен ділігін арттырады. Proceedings of the 11th International Scienti fic Conference 72 Денешынықтыру пәнін цифрлық т ехнологиялармен интеграциялау: - С абақтарды қызықты, интерактивті және жеке дара етеді; - Студентте рдің денсаулығын, мотивациясын ж әне қ ызығушылығын артты рады; - Мұғалімдерге са бақтарды тиімді ұйымдастыруға, деректерді талдауға және жеке бағдарлама құруға м үмкіндік береді. Цифрлық технологиял а р арқылы ст удентт ердің физикалық бел сенділігі н арттыру – заманауи білім берудің м аңызды аспектісі болып отыр. «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 73 UDC 3 72.881.1 A N I M A T I O N A S A N E F F E CT I V E T O O L F O R E N H A N C I N G S T U D E N T S ’ S P E A K I N G A B I LI T I E S Sain Assy lay Bakytz hanky zy 4 th Year Bach elor student , “6B0170 1-T eacher of two foreign languag es”, Kaz UIR & WL Ablai Kh an, Almaty , Kaz akhsta n Zhu mabek ova Gali ya Baisk an ovna Candidat e of Pedagogy , Profe ssor, KazUIR & WL Ablai Kh an, Al maty, Kaza khsta n Abstrac t. The integration of animation into for eig n langu age class rooms has transformed the way learners d evelop the ir speaking a bilities. Spea king competence, encompass ing pronunci ation, fluency , interacti ve sk ills, vocabul ary use, and discourse organ ization, is a cr it ical component of overa ll language profici eincy. This study explor es the role and effectiveness of animation-based act ivities in enhancing learners’ spea k ing abilit ies. U sing a descr iptive approach, both quantitat ive data from cl assroom-based tasks and qualitati ve feedback from learners were considered. F indings indicate that animation provides visu ally rich , emotionally engaging, an d contextually meaningful inpu t, which supports lea rner s in pr oducing spoken language more confidently and accur atel y. At the same time, ch allenges r elated to technological ac cess, potential passivi ty during viewing, and the n eed for pe dagogica l scaffolding remain. Implicati ons f or educators a nd language learners ar e di sc ussed. Keywords : animation, speaking abilit ies, foreign la nguage learning, multimodal inp ut, oral communicati on, learner motivation. Introduction In the modern era, technological and multimedia to ols have significantly influenced the field of foreign language education. Amon g these innovations, animation has emerged as a powerful r esource for enhancing l earners’ speaking abilities. In the context of Kazakhstani education, oral communica tion is emphasi zed in curricula, t eacher tr aining prog rammes, and contemporary methodo log i es of for eign langua ge inst r uction. Developing speaking skills is an essential co mponent of a ny foreign language pr ogramme, as the ability to spea k enables learners to communicate effectively, par ticipate in classroom and real-life interactions, and engage in meaningful exchanges with others. The impor tance of sp eaking abilit y has been emph asized by numerous scholar s in language education and second language acquisition. For example, Har mer (2007) notes th at speaking is not only t he product ion of sound s and wor ds b ut also the ability to u se lan guage appr opriately in social c ontexts, n egotiat e meaning, and inte ract with interlocutors. Brow n (2007 ) highli ghts th at oral communication supports st udents’ aca demi c participation, social integration, and overall communicati ve competence. Speaking pr oficiency is th erefore a key resource f or learner s’ future academic and professional success, influenci ng their capacity to express ideas clearly, respond in real time, a nd participate confidently in int ercultural communication. Acquiring r obus t speaking abilities allow s learner s to use langua ge a ccurately a nd fluently in different situations, manage inter action effectiv ely, and demonstrate both linguistic and strate gic co mpetence. Animation, which combines visual images, movement, sound, narr ative and dialogue, provides i nnovative oppor tunities for learners to observe and model sp oken langua ge in Proceedings of the 11th International Scienti fic Conference 80 To ch ange t his si tuation, aca demic writing must be inco rporated as a co mpulsory component of higher education curricula at all lev el s, with clearly defined learning object ives, assessment criter ia, a nd a gradual progr es sion of writing sk ills. International practi ce demonstrates t he effectiveness of this approach:  At Beijing Univer sity o f Chemical Technology (China), a compulsory Advanced Academic Writing Skills (AAWS) co urse wa s intr oduced for postgraduate st udents fr om Belt a nd Road countr ies.  At KIMEP Univ ersity (Kazakhstan), students must complete a sequence of Academic Engl ish / Academic Reading & Writing courses early in their s tudies.  At the Higher School of Economics (Russia), Academic Wr iting is a mandatory subj ect for students in the “Economics and Politics in As ia” program. Moreover, integrating academ ic wr iting at the doctoral level t hrough seminars, dissertation workshops, a nd sp ecializ ed tr aining improves the quality of dissertations, reduces publicati on prepar ation time, and promotes research ethics. As a precedent, we can use the following example. A study conducted in Albania foun d that students view academic writing as a vital s ubject and support its mandator y inclusion across all disciplines. In Kazakhstan, similar findi ngs have emerged fr om doctor al su rveys at Karaganda Un iversity of K azpotrebsoyuz and Nazarbayev University, where over 80% of respondents emphasized the need for compulsory courses in academic w riting and publication liter acy. The origins of the disci pline show th at it has alway s been mor e than a writing t echnique—it is a pedagogical tool for shaping intellectual independen ce and academic ethics. In Wester n universities, aca demic writing courses were designed to help student s develop critica l reasoning , rhetori cal awar eness, and the ability to position th emselves as authors wit hin the academic community. Today, these same goals are r elevant for universities in Kazakhstan and other CIS countr ies as they seek to improve the global visi bility of their research output. Thus, the necessi ty is clear: un iversities, especially in the CI S, should view academic writing as a compulsor y discipl i ne . It sh ould be introduced in the fir st year of undergr aduate study, continued as su bject-specific w riting cour ses a t the mast er’s level, and culminate in advanced research writing training at the doctoral level . Such a structured app r oach ensures that graduates can competently pr esent their resear ch resu lts, publish scholarly works, engage in international academic d iscourse, and contribut e to the advancemen t of knowled ge. In conclusi on, making acad emic wri ting a compulsory di scipline is a st rategic step towar d improving educati onal qualit y. I ts mission is to fos ter cr itical thinking, teach students to articulate complex ideas clea rly, and prepare t hem for t he global academic environment. Developing academic w riting requires systemic solutions in educational st andards, curricula, and institutional support. «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 81 References Curry, M. J., & Lillis, T. (2013). A Scho lar’s Guide to Acad emic Writing and Publis hing. Multilingu al Matter s. Flowerdew, J. (2015). Academic Discourse and Glob al Publishing. Pa lgrave Macmillan. Hyland, K. (2019). Second Lan guage Writing. Cambridge Un iversity Press. Street, B. V. (2 010). “Academic literacies approaches t o genre?” Revista Brasileira de Linguíst ica Aplicada , 10(2). Swales, J. M. (1990). Genre Anal ysis: English in Academic a nd Research Settings. Ca mbridge University Pr ess. Zharkynbekova, Sh. , & Issenova, F. (2021 ). “Academic w riting in th e system of higher-education discipli nes in Kazakhstan: pr oblems of theor eti cal justificat ion and practical appr obation.” Bulletin of L.N. Gumilyov Eur asian National University. PH ILOLOGY Series, 135 (2), 100–109. https://doi.or g/10.32523/261 6-678X-2021-135-2 -100-109 Zashikhina, I. (2020). “Academic Wri ting in the Modern Universi ty Curriculum.” EpSBS. Proceedings of the 11th International Scienti fic Conference 82 O P P O R T UN I T I E S F O R D E V E L O P I N G B O O K I N T E R E S T A M O N G S EN I O R P R E S C H O O L C H I L D R E N T H R O U G H D I G I T A L T E C H N O L O G I E S As karova A.A. Master’s st udent, P reschool Educat ion an d Trai ning, Kazak h National Wom en‘s Teach er Training U niver sity, Al maty , Ka zak hstan Akma di M.A. PhD, Kaz akh National W omen’s Tea che r Trai ning Universi ty, Almaty , Kazak hstan Abstr act This study aims to identify the oppor tunities for de veloping book in terest among senior preschool c hildren t hrough the u se of digit al technologies. The research questions address which pedagogical appr oaches and digi tal tools are most effecti ve, the rol e of the teacher in integr ating these technologies, and how suc h tools influence children’ s reading motivat ion. A to tal of 145 scientifi c articles from the Scopus database (2005– 2025) were examined usi ng th e PRISMA methodology, of which 129 were incl uded in the final analysis. The findings highl ight th e effectiveness of digi tal r esources and multimedia tools in enhanci ng preschool ch ildr en’s cog nitive cur iosity and reading mot i vation. Specifically, digital sto ries, animated books, and inter active reading platforms were found to positively influen ce children’s visual perception, emotional engagement, and motivational interest. The importance of teachers’ digital c ompetence and methodological preparedness was al so st r ongly emphasized. Th e r esults of the study demonstrate the signif icance of integrating infor mation and communicat ion technologies into the educa tional process within contempor ary learning environments. The st udy prov ides a scientific basis fo r effectively using digital reso urces to foster boo k interest among children in preschool educational settings and may serve as a theoretica l foundation for developing future practical programs. Keyword s: digital technology, preschool education, book in terest, intera ctive reading, kindergar ten, learning motivation. Introduc tion Relevance of th e r esearch. Today, one of the most urgent and concerning issu es in t he preschool education syst em is the de clining interest of children in r eading, alon gside a decrease in thinking s kills and c ogn itive development. The lack of reading culture among ch ildren may l ea d to delayed language dev elopment and limited creative and logical thinking abilities . This issue becomes parti cular ly evident in the context of the rapidly developing info rmation society, where children’ s attention is incr easingly drawn to digital games and video content rather than traditional books (M iller, 2012). The deepening of t his issue is dir ectl y r ela ted to the integr ation of digital technologies i nto everyday lif e. Acco rding to Marsh et al. (2015), although preschool children’ s extensive engagemen t with multi media strengthens their visual perception, it may also hinder their ability t o understand texts deeply and develop vocabulary. Moreover, insu fficient purposeful integ ration of digital tools into the reading proc ess by both families and educato rs further compli cates t he situatio n (Plowman & McPa ke, 2013). However, addres sing this issue solely through tr aditional me th ods is co nsidered insuffici ent. The modern object-developing «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 83 pedagogical envir onment requir es new an d h armo ni zed appr oaches that take into acco unt children’ s natu r al cur iosity and their inclinat ion toward d igital tools. This means using ch ildr en’ s interest in digi tal media as a motiv ating mechanism to stimulate book r eading (Thompson, 2013; Asanova, 2022). Consequently, integrating digital technologies with trad itional literatur e is recognized as a promising direction that suppor ts chi ldren’s cognitive, emotional, and communicati ve development. Such an approach allows the educati onal content to be adap ted to the psycho logical characteristics of modern children (Mayer, 2005; Bruc e & Pantin, 2018 ). Further more, the integr ation of digital technologies into preschool education is not mer ely a matter of technological adaptation but a sign of a r enewed pedago gical paradigm. D igital tools not o nly enhance the child’s lear ning process but also transf orm the nature of th eir interaction with educational co ntent. Therefore, using modern methods to increase the inter est of senior preschool child ren in books serves as a foundation for sustainable l ong -term educa tional outcomes (Da vidson, 2014; Myr zatayeva, 2019). This study aims to conduct a comprehensive pedagogical, psychological, and technologi cal analysis of the process of developing book inter est among senior preschool children through the use of di gital technologies. Specifically, the research examines:  which methods and techniques are effective based on t eachers’ experience;  changes i n children’s behavior and motiv ation during the reading process;  forms o f parent–teacher interaction;  the compatibi lity of traditional and digital lear ning tools. Researc h purpose is to provide a scie ntific rationale for the use of digital tool s tha t enhance book interest and reading motivation among senior preschool children, a nd to det ermine their effectiveness thr ough experimental methods. The st udy seeks to answer the following research que stion : How do interactive digital tool s and multimedia animatio ns infl uence t he development of book interest an d r eading motivation among senior pr eschool children ( ages 4–5)? Objec t of the resea rch is the pedagogical process involving senior preschool ch ildr en i n early ch ildhood edu ca tion institutions. Subje ct of the resear ch i s the methodology for developing book interest a mong senior preschool ch ildren through the use of d igital technologies. The st udy is grounded i n the key principles of nar rative development (J. Bru ner) an d digital storytelling concepts. Ac cording to th ese frameworks, children of se nior preschool age per ceive the surr ounding world through artist ic imagery, and the quality of i nformation processi ng depends on narrative structure and emotional experience. This approa ch not only en hance s comprehension of the co ntent but also increases children’s inte rest in books, str engthens r eadin g cultur e, and fosters emotional engagement with literar y ch aracters. Sign ificance of the research. The value of the research lies in its ability to demo nst r ate the scientifi c potential of effectivel y integr ating digital tec hnologies into the forma tion of reading cultur e in the co ntext of digital t ransformation. The st udy cont ributes to the development of reading culture, as well as the en h ancement of li nguis tic and creative abilities, through the introduct ion of digital elemen ts into preschool education. The practica l importance of t his study lies in its applicability i n pr eschool insti tutions. Based on the collected data, pedagogica l recommendations were de veloped for the effecti ve use of digital resou rces to sti mulate children’s interest in r eading. The proposed methodo logical tools c an ser ve as a f oundation for int roducing innovative forms of working with l iterature and improving the quality of the educa tional process under digitalization. The finding s of this r esearch contribute to enhancing the effectiveness of pedagogical appr oaches in the digital transformation of preschool education and suppor t th e development of early reading skills, a positive att itude towar d books, and innovative educational models for y oung children. Proceedings of the 11th International Scienti fic Conference 84 Literatur e Review The use of digital technologies in presch ool education has become one of th e key i ssues in contemporary pedagogy . This s ection pr ovides a comprehensive examination of the potential of digital tools for enhancing chi ldren’s reading activities, psy chological development, and interest in books. The review analyzes the r ole of digital en vironments in developing childr en’s lang uage, emotional r esponsiveness, and co gnitive abilities, dr awing upon both interna tional and national studies to identify theoretical foundations. Ad dition ally, the effectiveness of teaching methods that i ntegrate artistic literature and multi media cont ent is disc ussed. Various perspectives are compared, and pedagogical st rategies that influence children’s engag ement in r eading ar e described base d on scientific evidence. Opp ortunities of digita l tech nologies in pr eschool educat ion. Over the past decade, the scope of d igital technologies in preschool education has expanded significantly, becoming an effective too l f or activating childr en’s learning act ivities. This shi ft is not solely a resu lt of technological advance ments but is closely associated wi th the renewal of pedagogical appr oaches. Marsh, Brooks, and Hugh es (2015) dem o nstr ate that preschool c hildr en’s in ter actions with digital devices increase their le ar ning engagement and strengthen their ability to per ceive nar rative structur es; however, the effectiveness of such methods depends hea vily on th e quality of pedagogical content and instructional design. Likewise, Flewitt et al . (2 01 4) highlight th e advantages of interac tive books in developing speaking skills and r eading strategies, emphasizing that co mbining digital content with well-str uctured ped agogical sc en arios i s e ssential for succ es sful learning out comes. Nationa l re searchers have also contributed valuable insights. For instance, Tursynbayeva (20 21) examined pr esch ool teachers’ methodological readiness to use digital technologies and e mphasized the importance of linking digital tools with educational goals . Zhunisova ( 2022) demonst rated that using QR codes to a cc es s co ntent stimulates joint reading activities b etween children and parents. Plo wman and McPake (2 013) also stre ss the necessity of collaboration between educator s and parents to ensur e t he effective us e of digital devices . Moreover, Stephen and Edwar ds (2018 ) argue that the integration of digital tech nologies into preschool education influences not only the diversifica tion of the learning process but also children’ s social and emo tio nal development. At the same time, the authors warn that excessive use of digital tools may negatively affect a ttention regulation in young children. Nevertheless, Miller et al. (2019) provide evidence that well -designed and ta rgeted use of di gital media resourc es has a positive impact on children’s cognitive activity and early literacy dev elopment. They point out t hat interactive mat erials adapted to childr en’s age contribute to voca bulary expansion, compreh ension of text structures, and developmen t of narrative thi nking. Research clearly demonstrat es tha t interactions with digital devices positively influence child devel opmen t. However, such influence depends on the quality of pedag ogical design, the level of co operation with pa rents, and the age-appropriateness o f digital content. Thus, using digital technolog ies as a tool for enhanci ng chi ldren’s r eading engagement requires a comprehensive and sc ientifically grounded appr oach. This approach m ust be cl osely linked with pedagogical competen ce, content quality, and so cial su pport . Digita l tools and ps ychological aspe cts of ch ild development. The impact of digi tal technologies on co gnitive, emotional, and soci al development is widely discus sed in contemporary research. Mayer (2 005) theor etically establish ed that pr esenting information simul taneousl y through visual and verbal channel s increases learning efficiency. However, the practical application of this theory depends on the quality of content and t he alignment of visu al an d auditory elements. Pr ice (2009 ) highlights the positi ve influence of vi sual aids on memory retention, while Davidson (20 14) emphasizes t he importance of emo tional resonance in learning content. These findings show th at learning materials should ser ve not only as sour ces of information but also as tools that st imulate intern al motivation. At the same ti me, some «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 85 research ers a rgue that excessive use of digi tal tools may lead to dependency and attention instability in c hildren (Stephen & Edwards, 2018), indicating the need for age-appropriate and pedagogically regulated use. Alper and Hi rsh-Pasek (201 6) demonstrate that the effecti veness of digital tech nologies is closely linked to the educator’s ability to pres ent interactive content meaningfully and purposefully. They identify “joi nt media engagement” as a key mechanism for fostering c hildr en’s emotional involvement. National sc holars are also paying increased attention to psych ological dimensions. Myrzatayeva (2019) highlig hts the r ole of multimedia in developing logical thin king, cu riosity, and confidence. Schmidt (20 16) poin ts out the effectiveness of educational games in s oc ialization and language development. Is abayeva (2020) a r gues that children’ s emot ion al interaction with digi ta l texts plays a decisive role in sh aping language activity and self-esteem. In sum mar y, digital technologies can enhance child ren’s en gagement not only in cognitiv e dev elopment but also in emotional a nd so cial spheres. Howe ver, these advantages depend on thoughtf ully designed, content-rich, l imited, and purposeful us e. Balanced integr ation of such technologies mak es the learning process meaningful, engaging, and sensitive to childr en’s psycho logical characteristics. Boo k interest and read ing motivation Reading plays a crucial role in developing children’s imagination, language, thinking, and emotional worl d. However, traditional books increasi ngly struggle to compete with childr en’s growing preference for visual digital en vironments. In this con text , th e integr ation of artistic literatur e with digita l tools has gained particular r elevance. Gr omova (2011) emphasi ze s the significa nce of literary texts in developing language r ichness, while Fredrickson (2010) h ighlights their role in foster ing emot ional and social skills. Thompson (2013) demonstrates that digital storytelling enh ances children’ s logical narra tive a bilities, wh ereas Bruce and P antin (201 8) prove that inter active content con tributes significa ntly to creative t hinking. In the nati onal context, several practical models have been propose d. For inst ance, the Kazakhstan Nati onal Aca demy of Educatio n (2020) suggests strategies for developing linguis tic activ ity through the i ntegration of literatur e and digital tools. Asanova (2022 ) pr oposes combinin g f airy-tale therapy with animation to unlock chil dren’s inner potential. Miller (2012) theoretically supports the idea that visual content enhances deep co mprehension of textual materials. Overall, the integration of di gital technologies and artistic te xts for creative and language development r epresents a modern and effective pedagogical solution for increasing children’s interest in r eading. Research shows strong evidence that dig ital tech nologies play a significant r ole in foster ing book inter est among preschool children. E-books, audio materials, animations, and interactive tasks serve as important resourc es that support children’s read ing experiences. Effecti ve use of these resources enab les: - p resenting l iterary texts in visual and audio formats; - s timulating children’s cognitive abilities; - enhanci ng creative act ivity; - i ncreasing motivation and inter est in reading. Studies indica te that the combination o f digital resour ces and artistic literature enhances children’ s intrinsic motivation for reading and develops their creative pote ntial. Such an approach supports both cognitive and emotional devel opment and en a bles a sys tematic formation of interest in literature. The findi ngs of both national and int ernational researcher s confirm the relevance of pedagogical w or k in this di rection. However, ther e is s till a ne e d for f ur ther in-depth analysis a nd development of theoretica lly grounded and pr actice-oriented models and t ools. To sy stematize th e e xisting body of resea rch and identify common methodological and conceptual tren ds in the us e of digital technolog ies for fostering book intere st among presch ool children, the foll owing table pr ovides an integrated overview of the key studies incl uded in the literatur e review. Proceedings of the 11th International Scienti fic Conference 86 Table 1. - Synthesized ove rvi ew of key st udies included in the r eview Author /s (Y ear) T err itori al area T yp e of resear ch Scales / instrume nts W or k are a K ey findings Conclus ions/pr oposals Asanova (202 2); Miller (201 2); Thomp so n (2 013) K az akhs t an, Russia, USA Qualit ativ e / class ro om- based Digit al s torytelli ng tools; f airy -t a le videos; narra tive t asks Digit al s torytellin g & liter ary percep tion Digit al fai ry tales, animations and s torytelling platf or ms increased emotional eng agem ent and improv ed compr ehension of narra tive s tructure. Combining traditional liter ature with digit al s torytelling enhances r eading motiva tion, imagination, and early liter acy . Bruce & P antin (201 8); Cos tello (201 7); Mar sh , Brook s & Hughes (201 5) USA/UK Mix ed- metho d Int er act iv e platf or m s; crea tivity scales E arly childhood crea tivity & communic ation Int er act iv e and multimedia platf or ms s timulat ed crea tivity , collabor ation , and r eflectiv e t hinking in preschooler s. Multimedia en v ir onmen ts enrich early learning and should b e embedded in to preschool curricula. Flewit t et al. (2014) ; Neuman & R osk os 200 7); Price (200 9) UK, USA Mi x ed /ob ser va ti on al iP ad apps; liter acy t asks; visual learning t asks E arly liter acy Int er act iv e digital books impr oved vocabulary , r eading str ateg ies, and memory r eten tion. T ablets and visual d igit al cont ent support liter acy wh en s tructured pedagogic ally . Berg elson (201 3); Da v idson (201 4); Myrz at ay eva (201 9) USA, K az akhs t an Experi men tal Multime dia t asks; emotion al r esponse tes ts Cognitive & language devel o pm ent Multimedia s ti muli improv ed early linguistic processing, emotional r esonance, logical thinking , and int er es t . Age- appropri ate multimedia enhances cognitive and linguistic growth. Fredri cks on (201 0); Gromov a (201 1) Russia Qual it ativ e Liter atur e sessions; r eading activities Emotional & linguistic devel o pm ent Artis tic texts s tr eng thened empa thy , emotional e xpression, and language richness. Artis tic liter ature r emains essential alongside digit al tools. «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 87 T urs ynba y eva (202 1) K az akhs t an Metho dologi cal/ sur vey ICT tools; teacher compet e nce scales Digit al int egr ation in preschool Highlighted positive e ff ects of digit al tools but identified tea ch er r eadiness gap s. Sy st ema t ic teacher tr aining is c rucial f or e f f ective digit al pedagogy . Levina (201 5); Schmidt (201 6) Russia, German y Pr actic e- based / e xperi men tal Int er act iv e g ames; digit al e x ercises Digit al pla y and devel o pm ent Digit al gam es supported socializ ation, language use, and class room int er action. Digit al gam es can enhance both social and linguistic devel o pment. Plowman & McP ak e (201 3); Zhunisova (202 2) UK, K az akhs t an Qualit ativ e/ mix ed P ar ent int erview s; QR- code books Home liter acy en v ir onme nt P ar ent al mediation and QR-based mat er ials increased join t r eading and learning eng agem ent . P ar ent–child collabor ation is vit al f or meaningful digit al learning. Levin (201 7) P erry et al. (2017) Ma yer (200 5) USA Experi men tal Animatio n-based t asks Cognitive tes ts; t ablets Multime dia learning principle s Digit al narra tive eng agem e nt Digit al learning Cognitive ps ycholog y Animation increased at tention a nd compr ehension of s tori es. Co gnitive benefits iden t ified but warned about e x cessive scre en time. Dual-c hannel (visual + verb al) learning impr o ves r eten tion. Animat ed s torytelling supports cognitive and emotional in volvement. Balanced digital e xposure is essential f or health y devel o pment. Piaget (195 2); V ygotsky (197 8) Switz erl and, Russia Theor etical Devel op men tal & sociocul t ural framew o rks Child devel o pm ent Cognitive s t ages and social int er action critically shape learning. Digit al tools mus t align w ith devel o pment a l s t ages and include gu ided support. Cuban (200 1); Zheng & W ars chau er (2015) USA Longit udinal / met a- analysi s E duca tio n technolo gy analysis Digit al learning en v ir onme nts Class room technologies often underused; lapt ops support independence when implemen ted w ell. The analysis presented in the table demonstr ates that across diverse geographical cont exts and methodologica l approaches, digital technologies con sistently s how a signifi cant potent ial for enhancing ear ly literacy, cogniti ve engagement, and emotional involv ement among pr eschool children. Despite variations in to ols ran ging fr om interactive storybooks a nd mu ltimedia platfor ms to QR-c oded mate r ials a nd dig ital ga mes most studies converge on th e conclu sion that digital Proceedings of the 11th International Scienti fic Conference 88 resourc es are mo st effective when they are pedagogically struct ured, age-appropriate, and supported by meaningful adult-child interaction. The co llective evidence also reveals that teacher competence, content quality, and guided participation play critica l roles in determining whether digital tools ser ve as facilitators of readi ng motivation or, conv er sely, become sour ces of distract ion. Importantl y, several studies emphasize that di gital and traditi onal formats sh ould not be viewed as competing modalities ; rath er, their t houghtful in teg r ati on cr eates enriched learning environments that foster children's imagination, linguistic development, an d sustained interest in books. Thus, the reviewed lit erature substantiates that a balanced, methodologically grounded incorpor ation of digital technologies into preschool education can greatly contribut e to the formation of early reading culture and provide a robust foundation for ch ildren’s long-term cognitiv e and emotional development. Resear ch Methods and Materials This s tudy employed a systema tic r eview design to examine the r ole of di gital technol ogies in fostering book interest among senior pres chool children. The analysis was conducted usi ng peer-reviewed publications in de xed in the Sco pus da tabase, ensuring high methodological quality and inter national relevance of the included studi e s. Data wer e collected and filtered according to predefined cr iteria using the following keywor ds: TITLE-ABS-KEY ( "digital stor ytelling" ) AND PUBY EAR > 200 3 AN D PUBYEAR < 2026 AND ( LIM IT- TO ( SUBJAREA , "SOCI" ) ОR LIMIT-TО ( SUB JAREA , "PSYC " ) ) AND ( LIMIT-TО ( EXAC TKEYWОRD , "Cоmput er Science" ) ОR LIMIT-T0 ( EXACTKEYWОRD) ОR LIMIT -TО ( EXACTKEYWОRD , "Sto rytelling" ) О R LIMIT-TO ( EXAC TKEYWORD , "Ed ucation" ) OR LIM IT-TO ( EXAC TKEYWORD , "Child" ) ) «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 89 During the initi al stage of the study, a systematic bibliomet ric analysis wa s conducted on scientific publicati ons indexed in the Scopus database. In the second stage, the selected ar ticles underwent an in-depth co ntent analysis, during which the theoretical foun dations, methodologica l approaches, research findings, and limit ations were sy stematically exa mined . T his multi-lev el procedur e made it possible to expl ore th e issu e co mprehensively and identify existing r esearch gaps. To identify, evaluate, and select relevant scien tific evidence aligned with the research topic, the PRISMA methodology w as applied (F igure 1). As shown in Fig ure 1 , the se arch pa rameters included publica tions dated between 2005 and 202 5. The disci plinar y sc ope was li mited to S ocial Sciences, Educ ation, and P sy chology. In total, 1 29 relevant ar ticles and repor ts were identified thr ough the initial ke yword-b ased scr eening. All 145 retrieved r ecords were accessi ble, and no ne were excl uded due to inaccessi bility (n = 0), indicating th at the dataset was co mplete and syst e matically colle cted. All 145 materials wer e exami ned in detail and evaluated for methodological and co ntent r elevance. As a result, 129 articles we re included in the final analysis. These se lected works wer e highly relevant to the research top ic, methodologically rel iable, and substantively aligned with the objectives of the s tudy. The applicati on of the PRISMA methodology ensured that the final set of 129 scientific publica tions prov ided a solid basis for examining current iss ues related to the development of boo k interest among senior presc hool ch ildr en through digital technologies. The content of the se lected stu dies enco mpassed topics such as early information processing, responses to v isual st imuli, and mo tivational mechanism s in young children. These findin gs undersco re the effective ness of multimedia resources in prescho ol educational settings. This syst ematic examination demonstr ates th at the r esearch problem is widely di scusse d in the Proceedings of the 11th International Scienti fic Conference 96 cur iosity, mak e reading more engaging, and create multisensor y experi e nces that align with their natural cogni tive preferences. In addition, the r es ults emphasize that th e effectiv eness of digital technologies depends on several cr ucial conditions: the digital competence of educators, the methodological quality of instructi onal d esign, and the pr esence of guided interaction from adult s . When these c onditions are met, digital media be comes not a subst itute for t raditional r eading, but a power ful complementary tool that enriches the learning environment. The study’ s out comes also highlight the necessity of balanced i mplementation. While dig ital to ols offer str ong motivational and cognitive benefits, th eir u se m ust be ped agogically me ani ngful and limited to avoid overstimulation or passive consumption. A h ar monious integration of digital and traditional reading formats appears to be the most e ffective approach for foster ing early r eading cultur e. The findings confirm t hat the aim of th e study was fully achiev ed. The systematic review pr ovides a solid scientific foundation for understandi ng how digital technologies can sup port the forma tion of book interest among sen ior presch ool ch ildr en. F urth ermore, the study c o ntributes th eoretical and practical insights that can guid e educa tor s, curriculum devel opers, and policymakers in designing moder n, engaging , and developmentally appropriate reading environ ments in pr eschool education. References 1. Asanova, S. (2022). Integration of fairy-tale ther apy and digital learning tools. Preschool Educ ation Journals, 6 (4), 71–7 8. 2. 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Proceedings of the 11th International Scienti fic Conference 98 П о д д е р ж к а у ч а щ и х с я в х о д е р а б о т ы н а д п р о е к т о м Кас ымбаева Бахыт Ай тке новна НИШ ЕМН г. Карага нды Аннотац ия: Стать я показывает степень и роль у чителя в координ ации ра боты учащихся над проектом. Проектная деятельность учащихся направ лена на развитие собственных исследовательских навыков, которые оцениваютс я членами жюри конкурса проектов, на развитие самост оятельности и научного, критическ ого мышления учащихся - проектировщиков. Также в статье отмечены ва жная роль учителя в умении рефлексировать и дава ть са мооценку. Пр и этом учителю следует учитывать возрастн ые особенности, которые могут по мочь в ф ормулировании проблемы или гипотезы. Annotation: The article shows the degree and role of the teacher in coordinating the work of stude nts on the project. Project activities of stu dents are aimed at developing their own research skills, which are eval uated by the jur y of the pr oject competition, at developing independence a nd scienti fic, critical thinking of students - designers. The ar ticl e also notes th e important role of the teacher in the ability to reflect and give self-esteem. In this case, the teache r should take into account age characteristics that can help in for mulating a pr oblem or hypothesis. Ключевые с лова: поддержка, проект, са мостоятельность, н авыки, исследование. Key word s: support, pr oject, independence, sk ills, research. Практ ическую значимо сть работы на д проектом и развитие инте реса к изуча емому предмету трудн о умалить. Только работая над проек то м, учащиеся мог ут погрузиться в серьёзный мир науки, смогут полюбить предмет, стать самым преданным н ауке чел овеком. И зд есь важным проводником в эту сфе ру становиться учитель. Зачаст ую можно на блюдать две крайности в работе учителя, инт ересующ егося проектной деятельностью уча щи хся: ребя та в р аботе над пр оектом полностью самосто ятельны ил и выполняют задания тол ьк о под руководством учителя, тем самы м, учащиеся лишены ини циативы, поиск овые навыки не развиваются. Э ти две крайности не дают возможности учащемуся полноценно п очувствовать ду х погружения в науку . Проект помогает учащи мся приобрести важные навыки научного и критического мышления, умений отбирать материал под определённые задачи. Только умелое направление дея тельности проектировщика руководителем проекта поможет развивать исслед овательск ие навыки. В этом заключается сложность для учителя – быть терпеливым, открыть учащимся широкие возможности для формулирования гипотезы, апробации инст рументов, методов исследования, подведения итогов и выводы как результ аты работы над проектом. В этом поможет такт, уважение учителя к личност и уч ащегося, к его са мостоятельности. В чём же тогда будет заключ аться роль учител я в работе на д проектом? Почему учащийся вносит педагога как руков одителя проекта? Задачи учителя очень широкие. Прежде всего, учитель помога ет уча щемуся отобрать и сфо рмулировать тему проекта, отражая научный подход, актуальность предло женной темы для фо рмулирования гипотез ы. Чтобы правильно и широко п редст авить тему работы, нужно у мело отобрать м атериал. Пр и чём, он должен отвечать со временным тр ебованиям к научным исследованиям, должен иметь практическую направленность. Именно обеспечение условий для само сто ятельности и инициативности учащихся – вот главная задача учителя – руководителя проекта. Зачастую «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 99 сам учитель для группы проектировщиков ст ановится тем самым исто чников научных сведений и знаний. Дл я этого нужн о быть во всеоружии, обла дать объективностью суждений, знать неско л ьк о точек зрен ия в науке на это т вопрос. Уч итель помогает составить план работы над всей деятельность ю и координирует все процессы рабо ты и взаимодейств ия ребят. В этом стоит на пр отяжении всей работы подд ерживать конст руктивную и полную обратную связь. При этом все этапы работы должны отражаться в журнале или дне вниках, кото рые помогут представить всю доказательную базу для объективной оценки проекта оценочной комиссией. И вот тут руководителю работы придётся пройти все роли, можно ска зать , « прожить на своей шкуре» роль учас тников проведённых экспериментов, все эта пы дв ижения к ц е ли, когда нужно будет предст авить готовый результат. После участия в конку рс е проектов провести самоанализ и оценку плюсов, мин усов, недочётов и положительных моментов для дал ьнейшей ра боты над темой проекта. А иначе в чём бу дет закл ючаться ценность такой работы? Руководите ль проекта должен ста ть тем энтузиасто м, который поддерживает, поощряет учащи мся, мотивирует на исследование, даёт нужные совет ы и направления в работе. Доступ к необходимым ресурсам немалова жен в такой работе. Именно руководителю нужно само му найти эт и ресур сы и обеспечить до ступ к ним для учащихся. Возможно, это б удут интернет ресурсы на о пределён ных с айтах, где нужно оплатить доступ к материалам. В с овремен ном мире, где цифровизация выходит на пер едний план, именно такие ист очники ст ановятся самыми важными и дос тижимыми. Очень актуально уметь находить и использовать таки е материалы, не теряя времени на поиск до полнительной информации. В это м учащимся должен стать помощником учи тель. Некоторые сайты могут содержать запрещенную информацию или возрастные ограничения . В этом помогут образовательные, инфо рмационные, развивающие ресурсн ые са йты. В этом такж е должна прослеживаться роль руководителя проекта, то есть учителя – предме тника, компетентного в своей сфе ре де ятельности. Не обязательно быть специалистом широкого профиля, дост аточно быть сведущим в уз кой сфере, в той, по ко торой выполняется проект. Для этого предварительно са м учитель изучает и погружается в эту те му или п роблем у. Уч ащиеся ча ще всего выс казывают пожелания пользовать ся только проверенными учителем сайтами, литературой. Всё это мы указываем в и сто чниках в конце работы над п роектом. Учи тель изу чает сайт ы, ресурсы , материалы, сист ематизирует их. К найденным и сист ематизированным сайтам учитель да ёт досту п учащимся, что также отражае тся в плане работы. На на чаль ном этапе работы над проектом стоит сформировать проектную группу, провести опрос, выявить инте ресы уча щихся, мотивировать их для да льнейшей работы. Стоит также спрогнозировать устойчивость инт ерес а учащихс я, их степе нь вовлечённости в предмет, провес ти диагностику исследовательских навыков, кот орые будут необх оди мы учащимс я в дальнейшей раб оте. На этом эта пе учитель – к оординатор р аспределяет роли в проектной группе, чтобы степень охвата темы и материалов стали наиболее широкими, объективными, направленными на п оложительный результат и дл я дальнейшей мотивации учащихся. Как показывает опыт, учащиеся среднего звена в большей сте пени нужда ются в координирующ ей и направляющей подде ржке учителя в си лу сво ей неопытности и отсутствия тв ёрдой эм оционально – волево й сферы. Большие затрудн ения вызывае т формулирование проблемы, планирование целенаправ ленной де ятельности , отб ор и сист ематизация мат ериалов исс ледования. Не всегда учащиеся этой возраст ной группы умеют анализировать о тобранный материал и делать на учные выводы и обоснования дл я подтверждения своей гипотезы. Поэтому роль учителя в работе такой проектной группы велика. Proceedings of the 11th International Scienti fic Conference 100 Ста ршие ребята способны самостояте льно ф ормулировать проблему, а также цель проекта. Для этой работы у них уже имеется дост аточный опыт и знания. Но в сост авлении плана работы и отборе ма териалов они всё ещё нуждают ся в направляющей деятельности учителя. Конечно, работа на д основными эта пами у учащихся проходит дост аточно легко, но рассм отрение де тальной информа ции, отбор факт ов, дока зательств аргументов у них вызывает затруднения. И наиболее уязвимым я вляется мотивация в работе. Учащиеся этой возрастн ой группы быст ро могут потерять интерес к своей деятельности, если работа становится однообразной, рутин ной, если нет эмоциональной поддержки учителя, есл и задачи и результаты не вд охновляют. Незначительные затруднения мо гут сни зить самооценку, рефлексивные способности также ну жно отслеживать в зависимости от возрастн ых осо бенностей учащихся. Учащиеся среднего звена не всегда объективно способны себя оценить и проанализировать свой результат. Ста ршеклассники имеют в се объективные способности и возможност и в самосто ятельной работе над проектом. Это да ёт учителю больше возможностей для глубокого и аналитическ ого проекта. Они без труда форму лируют цели, проблему и гипотезу проекта. Отбор и поиск информации у них не вызывает больших затруднений. Они самосто ятельно соста вляют план работы над проекто м, при эт ом тща тельно отбирают ресурсы для д оказательства, подтверждения гипотезы. Вот здесь можно подумать, что роль учителя снижа ется на столько, что о н может самоу страниться и дать учащемуся полную свободу в де ятельности и р аботе над проектом. Но на промежуточных эта пах деятельности и раб оты учащи мся также требуется объективная оценка. И только учитель – координатор может здесь поддержать и направить учащихся. Обсудить идеи, гипотезы, отобранную доказательную базу . Особенно на конечном этапе с та кими учащимися стоит тщ ател ьно спрогнозировать результат, помочь объективно оценить себя и продумать способ ы представления проекта конку рсной комисс ии. Можно сделать выводы, что ст епень бо льшой погруж ённости учи теля в работу на всех эт апах проекта с учащимися разных возрастных категорий будет не одинакова. Учащимся следует быт ь самостоятельными в работе над проектом, но учителю следует также понимать, что стоит учитывать возрастные особенности учащихся – пр оек тировщиков. Важно отме тить , чт о для учащихся разных возрастных ка тегорий на начально м и заключ ительном этапе ра боты роль учителя д олжна быть велика. В начале учи телю необходимо объ екти вно сф ормулировать акт уальную пробле му . Пе дагог за даёт направляющие вопросы, проводит диагностику исследовательск их навыков, помогает выдвинуть гипотезу и даёт основ ные направления в доказательстве гипотезы. Следует избегать подсказок, но моделировать различные ситу ации, которые будут подталкивать учащихся к самосто ятельным предположениям и ходу исс ледования. Задача учителя бу дет заключ аться не в передаче зн аний, а в терпеливом, то нком и прист ально м напр авлении деятельност и уча щихся. На з аключительном этапе та кже немаловажна работа учителя – предметника, который работает ка к псих олог. Задача заключается не в том, чтобы указать на недостатки и ошибки в промежуточных или окончательных исследованиях, а в том, чт обы формировать умение самостояте льно задавать с ебе такие вопросы, кото рые, предположительно будут зад аны на конку рсном слуш ании презентации про екта членами жюри. Посл е представления работы учащиеся снача ла проводят саморефлексию, анализ результатов и планируют дальнейшую работу над проектом. Именно учитель на эт их этапах становится настоящим научным руководителем учащихся. Как сказано выше, следует развивать самостояте ль ность на всех эта пах проекта, помогая объекти вности и мотивации учащихся. Не стоит навя зчиво ко нтролировать все этапы рабо ты, нужно только умело и терпеливо направ лять учащихся . В это м и будет заключаться мастерство педагога. Такая работа ост аётся актуальной в совре менном обр азовательном про странстве. «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 101 Использованная литература: 1. Жак Д. О рганизация и контроль работы с про ектами // Универси тетско е образование: от эффективного препо давания к эффекти вному учению. Сборник рефератов по ди дактик е высшей школы / Б ГУ. Центр проблем развития образования. — Мн.: Пропилеи, 2001. — С. 121—140. 2. Жакулина И.В. п роектная деятельность в н ачаль ной школе. / И.В. Жакулина // Ст атьи и визитки проектов. Са йт: http://www.nach alka.com/ bo ok/expor t/html/326 3. Проект с овместной деятельности школы с р од ителями учащихся. / / Портал информацио нной поддержки руководителей образовательных учреждений «Менеджер образования». С айт. URL: http://www.menobr.ru/materials/47/29292/#4 4. Сергеев И.С. Как о рганизовать проектную деятельность у чащихся. / И.С.Сергеев // Практ ическое пособие для работников общеобразовательных у чреждений. -М.: АРКТИ, 2 003. 5. Н.Ф. Яков лева. Проектная деятельность в образовательном учреждении. М. Издательство « Флинта»,- 2014. Proceedings of the 11th International Scienti fic Conference 102 A B I B L I O G R A P H I C A N A L Y S IS O F D E V E L O P I N G EN V I R O N M E N T A L C U L T U R E I N S E N I O R P R E S C H O O L C H I L D R E N T H R O U G H G A M I F I C A T I O N T E C H N O L O G Y Aman P.B . Master’s st udent, P eda gogy and Psych ology , K azak h National Wo men‘s Teach er Training Univ ersity, Almaty , Kaz akhst an Baik ulova A.M. PhD, Acting P rofesso r, Kaz akh Nati onal Wome n‘s Teacher Training U nive rsity, Almaty , Kaz akhst an Abstrac t This study ai ms to identify th e role of gamification technology in the educational process and in the dev elopment of enviro nmental cu lture. The r elevance of the research is determined by the fact th at although gamification has become widely used over t he p ast decade as an effective tool for enhancing l earning motivation and fostering environmental awareness, it remains insuffi ciently explored in the context of preschool educat ion. The pur pose of the study is to determine the pedagogica l potential of gamificati on techn ologies and to conduct a bibliometr ic analysis of their impact o n environmental education . Th e r esearch was cond ucted using a syst ematic review me thod b ased on th e PRISMA guidelines. As research m aterial, 77 publications were se lected from 101 a r ticles indexed in the Scopus database and published between 2015 an d 202 5; these wer e subjected to quantitative and content analysis. Us ing VOSviewer software, a co- occurrence network of keywords, pu blication dynamics, and geographical distribution were examined. The results show that resear ch activity on the topic of gamificati on has steadily increased since 2015 and reached its peak in 20 24. The main r esearch directions are concentrated in the fields of educational technologi es (46% ), engineering education (22%), and co gnitive studies (18% ). The study co ncludes t hat g amification t echnology is not only effective in enhanci ng learning motivation but also serv e s as a valuable method for developing enviro nmental cult ure and so cial responsibility . These findings provide a scientific fou ndation for integrating gamification into preschool e ducational practice. Keywords : senior preschool gr oup, envir onmental culture, gamification technology, game- based tech nology, environmental education, pr eschool education. Introduction In contemporary educ at ional syste ms, childr en’s relationship with the environment and their dir ect engagement w ith natu re con stitute an essential psych ological and pedagogical component that beg ins to develop at the preschool stage. Increasing global ecologica l cr ises, climate change, th e depletion of natur al resources, and the de gradation of ecosystems necessitate a r econsidera tion of humanity’s at titude toward nature. Consequently, fostering environmental cultur e from an early age has become one of the strategic priorities of modern ed ucation. Environmental cultu re is understood as a form of syst emic thinking based on under standing ecosystem inter actions and living in acco rdance with these interconne ctions (A leinikov, 2025 ). A preschool child’s conscious attitude toward nature, emotional sensitivity, and sens e of «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 103 responsibility are sha ped during this developmental per iod. Therefore, the c ontent and metho ds of envi ronmental educ at ion must be adapted to the child’s a ge-specific characte ristics and be engaging, exper iential, and develop mentally appropr iate. Recent y ears have seen rapid growth in innovative technolo gies wi thin education. Among th em, gamifica tion has emerged as a particul arly promising dir ection. Gamification r efers to the integration of game elements into th e learnin g process to increase chil dren’s interest and engagement (Chiu, 2025). Research has shown that using game-based appr oaches to deliver environmental knowledge not only foster s ecological awareness among ch ildren but also strengthens their emotional connection with na ture (Esc andon-Barbosa, 2025). Gamification tr ansforms the learning env ironment into an inter active, dynamic, and mot ivational space. The use of game elements in ecologica l p r ojects such as those encouraging w ater and energy conser vation or environmental protection has been pr oven effective in shaping pro-environmental behavior (Zhang et al., 2024). For pr eschool ch ildr en , for whom play is a natural mode of learning and development, ga mification offers signi ficant potential for enhancing the quality of environmental education. However, most existing studies on gamification have focu sed on le arners in primary, secondary, and higher educa tion (Dmitr iev, 202 4). At the level of pr esch ool institutions pa rticularly reg arding the development of environmental cultur e in senior pr eschool groups the impact of gamification r emains insuffici entl y research ed. Expanding scientific inquiry in this direction could contribute to the modernization of preschool edu cation and elevate environmental ed ucati on to a new qualitative level ( Toole, 2018 ). Accor dingly, the issue of devel oping en vironmental cu lture in se nior preschool chi ldren thr ough gamification techn ologies becomes both theor eti ca lly significant and practically relevant wi thin contemporary peda gogical science. Such res earch enables the adapta tion of envir onmental education co ntent to ch ildren’s developmental char acteristics and promotes the integ ration of digital and g ame-based tools with in the instructional proce ss. Researc h Relevance. The child’s r elationship with the environment and ea rly engagement with natur e f orm a critical foundation of the preschool educational p rocess. Growing gl oba l environmental problems and the depletion of na tural resources highlight th e need for dev eloping environmental cult ur e fro m early childhood. Environmental cu lture reflects a systemic wa y of thinking based on understandin g ecosystem interactions and ad apting behavior accordingly (Zhang et al., 2019 ). On e effectiv e an d engaging way to foster environmental cul ture among preschooler s is through the integrati on of play and digital technologies. In recent years, the use of gamification in education ha s gained co nsiderable atte ntion as a tool that enhances motivation and improves lear ning outco mes. Gamification intr oduces game elements into the learning experience to incr ease childr en’s interest and active participat ion (Gh awail, 2024). Studies sh ow that using game-based technologies to teach env ironmental concepts no t o nly strengt hens ecological awareness but also builds emotional a ttach ment to nature (Suh, 20 18). Never theless , most research remains focused on older students, whereas the application of gamificati on in preschool settings particularly regarding the development of en vir onmental cult ure has been only minimally addr essed (Dmitriev , 2024). Researc h in this ar ea can su pport the inte gration of innovative approach es into pr es chool instr uction a nd enhance the overall effectiveness of environmental educatio n. Ther efore, d eveloping environmental cultu re in s enior p r eschoo l children through gamification technologies consti tutes a timely and practically significant direct io n in modern pedagogic al science (Toole et al., 2 018). The aim of this st udy is to identi fy and scientifically su bstantia te the p eda gog ical potential and effectiveness of gami fication technologies in d eveloping environmental culture among senior preschool childr en. Research Objectives: - to analyze th e theoretical foundations of envi ronmental cultur e formation within the preschool e ducation system; Proceedings of the 11th International Scienti fic Conference 104 - to define the conte nt, structural co mponents, and methods of integ rating gamification technologies into e nvironmental education; - to des ign examples of gamified ecological games and tasks for senior preschool children; - to em pirically examine the impact of gamification technologies on the dev elopment of children’ s environmental culture; - to develop methodological recommendations for presch ool educa tors bas ed on th e st udy’s results. Research Qu estion: How d o es the us e of gamification technologi es i nfluence the development of environmental culture a mong senior preschool children? Theore tical and Me thodological Framework. This study is grounded in scientific literature on environmental cultu re and th e use of gamifica tion technologies in education. The theoretical foundation draws on en vironmental cu ltur e th eory, which emphasizes the development of consc ious, responsible attitudes toward the environment and nature. Gamification technology, aligned with this theo retical perspecti ve, enh ances co gnitive inter est and modern ize s the learning process through play- based digital tools. Methodologically, the study employs a systematic r eview guided by PRISMA standards. Using relevant key words, articles index ed in the Scopus database were selected and a nalyzed accor ding to the research o bjectives. Sign ificance of the Study. The st udy identifies effecti ve ways of using ga mification and modern di gital technologies to develop en vironmental cult ure in senior preschool child ren. Its findings contribute to the advancement of preschool education and promot e responsi ble, consc ious attitudes t owa r d nature among young learners. Literatur e Review One of t he k ey advanta g es of gamificati on tec hnologies is their ability to enhance intrinsic motivation and strengthen learners’ emotional engage ment in the educa tional pr ocess. Studies have demonstr ated that the integr ation of mobile g amification systems in early and pri mary education not only i ncreases childr en’s activity levels, but also contribu tes to impr oved lear ning outcomes (Su, 2015). Existing res earch shows that incor porating gamification into learning activities enhances chi ldren’s attention, interest, and concentration, while asso ciating th e educational pro cess with positive emotional experiences (Ch iu, 2025). Through emotional engagement and a pla yful atmosphere, chi ld ren begin to perceive themselves as act ive partici pants in learning and gr adually develop a compassionate and car ing attitude toward the natural environment. H ybrid forms of gamifica tion have also been shown to be particularly effective in sti mulating c ognitive engagement. These model s combine el ements such as feedback, points, rewards, an d level sy stems. As a r esult, chil dr en demon s tr ate impr oved thinking, memory, and cr eativity, with overall co gnitive act ivation increasing (Holguin-Alvarez, 202 5). At present, gamification is rapidly expanding in digital format. Digital games and online platforms significantly enhance children’s learning engagement and their capacity for autonomous knowledge acquisit ion (Han, 2025). This is especially valuable in envir onmental educa tion, where in teractive games and ecological quests motivate children to ex pl ore the natur al world and dev elop curiosity regard ing environmental phenomena. The n europsychologica l impact of gamifica tion has also been investigated. The use of game-based elements in the learning process increases neural activation and su pports emotional regulation, thereb y imp roving cognitive memory, attention, and emotional r esponsiveness (Sri Takshar a, 2025; Kloek, 2024). Feedback and reward s ystems within gamified environments have bee n found to play a crucial role i n children’s cognitive development. These mechanisms en cour age preschoolers to actively engage in ob serving , examining, an d analyz in g natur al phenomena (Hol guin-Alvarez, 2025; Zhang, 2025). Environmental culture represents the value-based, emotional, and behavioral compon ents of a child’s r elationship with nature. Gamification technologies offer opportunities to strengthen such attitudes th rough experiential and emotion-based learning. Ecologicall y oriented games and «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 105 digital platforms ha ve been found to enhance children’s se nse o f r esponsi bility to ward environmental pr otection and support the for ma ti on of su stainable pro-environmental be havior (Zhang & Anwar , 2025; Pa rizi, 2018). The Smart H2O pr oject, designed to promote water conser vation, provides str ong evidence of gamificati on’s potential to su pport environ mental skills. Partici pants earned po ints for reducing water co nsumption and act ively engaging in eco-friendly behaviors (Riz zoli, 20 18). Similar appr oaches may be ada pted for preschool groups for example, in the for m of games such as “Save the Water” or “Clean Air Mission.” Among youth, gamifica tio n has been shown to strengthen en vironmental awar eness, information cu lture, ci vic responsibility, and s ocial engagemen t. S tudies confi rm the rol e of game elements in disse minatin g environmental values within society ( Aleinikov, 2025 ; González de la Torre et al., 2024). The integr ation of virtua l reality and augmented reality technologies with gamification further enhances the te achi ng of environmental topics. Such tools immerse ch ildren in vir tual natural envi ronments and promote a deeper senso ry and con ceptual understanding of ecosystems (Esca ndon-Barbosa & Salas-Par amo, 2025 ). In s c ience education, the combination of AR technologies with ga mification has been shown to increase student engagement and facilitat e visual understandi ng of natur al processesan approach that can als o be adapted to presch ool ecological education (Al Ghawail & Be n Yahi a, 2024). Game-based and digital platforms designe d to cultivate emotion a l co mmunication have b e e n shown t o enhance children’s emot ional perception and empathytr aits essential for developing ca re and responsibility toward nature (Siamtanidou, 2025) . Another significa nt aspect of gamifica tion i s its capacity to foster collective interaction a mong children. Co operative games and t eam-based missi ons promote soci al adaptation, fr iendly communication, and sh a red responsibility. Game platforms offer effective environments f or structuring and guiding s uch interactions (Chalabyan, 2025; Amin et al., 2017). Gamified appr oaches pro moting physica l developmen t and he althy lifestyles are also considered a co mponen t of environmental education. Su ch games i ncrease ch ildren’s physic al activity wh ile helping them un derstand the conn ection between perso nal health and environmental well-being (Dmitriev, 2024; Vakhovsky, 2024) . The flexible struct ur e of gamification makes it su itable for incl usive educational settings. The positive outcomes of game-bas ed technologies in special education demonstrate their p otential for accessible and equitable environmental instruction (Costescu, 2024) . Ga mification stimulates co gnitive, emotional, and behavioral development in an integrated manner. Game tasks enhance self-esteem and reinforce children’ s sense of a chievem ent (Zhang, 201 8, 2019 ). Per sonalized gamifica tion sys tems take children’ s individual interests in to account and hel p su stain long-ter m mo tivation (A ljabali, 2018; Papadakis & Kalogianna kis, 2018). Such approaches a re likewise effective in environme ntal education, as each ch ild can engage with nat ure in uni que, persona lly mea ningfu l wa ys. Further more, motivational struct ures and reward mechanisms play an important r ole in shaping active, responsi ble behavior. These systems help children voluntar ily internali z e envir onmental norms a nd consistently apply them in th eir daily lives (C hen, 2015; Kononova et al., 2019). Materials and M ethods This study is designed as a sy stematic review and its methodological organization is based on the PR ISMA (Figure 1) framewor k. This approach ensur es the rigor ous selection of relevant scientifi c publications a nd enables both qualitative and q uantitative analysis of their content. The primar y aim of th e re view is to identify the pedagogical potential of ga mi fi cation techno logies in education and in the devel opment of envir onmental culture, as well as to examine contemporary research trends and thematic directi ons wi thin this field. Scopus, a multidisciplinary inter national scientifi c database, wa s selected as the main source of researc h material. This database is recognized for its extensive coverag e of cu rrent and high-impact publications in the fields of pedagogy and psy cho logy. The search process was limited to articles publi shed in Engl ish be tween Proceedings of the 11th International Scienti fic Conference 112 Clust er 2: Motivation, Engagement, and Human Beha vior ( Bl ue C luster). This cl uster includes keywords such as motiv ation , engag ement , human–comp uter interaction , stud ent perfo rmance , and g ame elements . Studies with in th is direction explore how gamificatio n affec ts human behavior, incl uding:  emotional involvement in l earning,  sust ained cognitive engagement,  behavioral ch ange and persistence,  psycho logical mechanisms underl ying reward-based syst ems. The fr equent co-occ urrence of mo tivation with gamification (0.7 9 link st re ngth) s hows that motivational enhancement remains one of the fundamental outcomes of ga mified environments. Clust er 3: Digital and Immersive Techn ologies (Red Clus ter). This gr oup consist s of terms such as virtual realit y , augmented real ity , simulation , mobile appl ication , traini ng , and i mmersive learni ng . Research in this cluster focuses on:  integrating immer sive technologies with gami fication ,  creating realisti c digital learning e xperiences,  enhancing envir onmental and natur al sciences education thr ough simulation,  combining AR/VR with game mechan ics for experien tial learning. The pr esence of AR /VR indicates a gr owing trend toward technologically advance d gamification s ystems. Clust er 4: Appl ied and Interd isciplinary Fiel ds (Purp le/Orange Clust ers). These clust ers include keywords linked to engineering education , urban plann ing , decision-making , performanc e trainin g , and game me chanics . The cl uster demonstr ates the expansi on of gamification beyon d education into fields such as:  engineering and techn ical training,  urban de velopmen t,  professional co mpetence ass essment,  behavioral decisi on science. The term game mechanics appears as a peripheral yet strategically important no de, connecting gamification to design methodologies. The visua lization clearly shows that ga mification research is highly interdisciplinar y, forming str ong brid ges between educat ion, ps ychology, engineering, and digital technology. The dense inter connections between cl usters indicate th at gamification func tion s not merel y a s a teaching tool but as a broader methodological framework influencing learning, mot ivation, and digital inter acti on. The proximity of keywo rds also reveals emerging research directions, especially in immersive technologies and human–computer interaction, suggesting that ga mification is moving towar d more tech nologically sophistica ted applications. Overall, the co-occur rence network confir ms that gamifi cation tech nology has evolved into a mature and diver sified research field with stable thematic clusters and expanding interdisciplina ry relevance. Conclus ion The aim of this st udy was to identify and s cientifically sub stantiate the pedag ogical potentia l and effectiveness of gami fication technologies in d eveloping environmental culture among senior preschool ch ildren. Based o n the r esults of the systematic r eview, bibl iomet r ic analysis, and keyword network mapping, this research objective was fully achieved. The analy sis of 77 S copus- indexed publica tions fr om 20 15 -2025 demonstrated t hat gamifica tion has evolved into a matur e and widely applied educa tional technolog y that sign ificantly enhances learning motivation, engagement, and behavior al outco mes. The bi bliometric tr ends confirmed rapid gr owth in scientifi c interest, with a p ronounced increase i n publicat ions, citations, and inter disciplinary research activity, par tic ularly in th e fiel ds of educational technol ogy, cognitive studies , and «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 113 engineering education. The geographica l distribution of stu dies sh owed tha t gamification research is most developed in technologically ad vanced countries, whereas its application in preschool education especially for fostering environmental cultur e remains an emerging bu t increasing ly important dir ection. The VOSviewer keyword net work analy sis revealed st rong semantic li nkages between gamification, education, motivation, learnin g, and digita l technologies, confirmi ng that gamified approaches are conce ptually aligned with the g oals of environmental educat ion in early childhood. The r esearch question as ked: How do es the use of gamification t echnologies infl uenc e the development of environment al culture among senior preschool ch il dren? Bas ed on the synthesized ev idence, the answer is clear: gamification technologies positively influence the development of environmental culture in senior p r eschool c hildr en by incr easing learning motivation, strengtheni ng emotional engagement with nature, promoting responsible environmental behavior, and enhancing experiential lear ning through interactive and digital tools. The findings show tha t gamification supports the key components of environmental culture cognitiv e understanding of natur e, emotional connecti on, value-based attitudes, and environmentally responsi ble actions. Game- based and immersiv e technologies provide developmentally appropriate, engaging, a nd interactive learning environments t hat help chil dren internalize ecological nor ms and practices. Overall, th e study confirms that ga mification is an effective and scientifi cally va lidated method for integr ating environmental education into preschool p edagogy. 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JM IR Mental Heal th, 5(4), e1164 0. https://doi.org/10. 2196/11640 29. Z hang, Q., & Anwar, M. A. (202 5). Leveraging gamification technology to motivate environmentally r esponsible behavior: An empirical examina tion of Ant Fores t. Decisi on Sciences, 56(1), 25–49. https://doi.org/10.1111/ deci.12618 Proceedings of the 11th International Scienti fic Conference 116 S I T U A T I O N A L T A S K S A S A M E A NS O F D E V E L O P I N G HI S T O R I C A L M EM O R Y A N D P A T R I O T I S M Vas ilyev Ki rill Ivan ovi ch 1st -year Master ’s stud ent, NAO “Akhm et Baitursynuly KR U,” Kost anay, Kaz akhst an Abstrac t The ar ticl e discu sses the methodological potential of using si tuational ta sks (ST) in chemistr y lessons and e xtracurricular act ivities as a means of developing students’ historical memory and patriotism. Integrating historical context into chemistry education helps form a s ense of pride i n national s c ientific achievements, pr omotes cr itical thinking, and en hances emotional engagement. The arti cle provides examples of tasks a nd presents the results of method ological testing. Keywords : situati onal tasks, historica l memory, patriotism, ch emistry, contextual learning, s upplementary education. Modern educati on aims not only at acqui ring kno wledge but also at culti vating civic and moral qualities in s tudents. One of the pr iorities of the updated content of secondar y educa tion in Kazakhstan is the develo pm ent of hist orical memory and pa triotism through natural science subjects [1, p. 13]. The subject “Ch emistry” possesses signi ficant educational potential, as it is closely co nnected wi th the h istory of science, industrial development, la bor achieveme nt s, and the contr ibutions of national scien tists [2, p. 19]. One of the most effective tools f or connecting scientific co ntent with students’ personal and value-based ex perience i s situational tasks. T hey are didactic tasks based on historical or real- life stories th at r equire the a pplication of chemical knowledge in the co ntext of speci fic events . Situational tasks not only develop analytical ski lls but also foster emotional responsiveness, empathy, and u nderstanding of the role of s cience in society [3, p. 47]. Accor ding to Bloom’s tax on omy (Fig. 1), these ta sks engage all levels of cognit ive activity – from knowl edge r ecall to synth esis and evaluation [4, p. 23]. Integrating ST int o the learn ing process helps st udents make sense of concepts, increases cogni tive motivation, and develops their ability to perceive chemical phenomena thr ough the lens of human and historical values [5, p. 38]. Figure 1 – Types of thinking skills according to Bloom’s taxo nomy required in constr ucting and solvi ng ST Crea te Evaluate Analyz e Apply Understand Remem ber «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 117 The pract ical testing of the methodology was co nducted at KSU “ Secondary School No. 17 of the Akimat of Rudny” among st udents of gr ades 8–11. The experiment confi rmed th at integrating historical context i nto chemistry l essons i ncreases motivation and enhances the educational impact of the material. To demonstr ate the methodology, two examp les of situational ta sks are presented. To increase motivational potential, each ST inc luded illustr ated mate rials r elevant to the topic, and each task had a title. One example is the task “ Block ade Bread” (Grade 9, topic: “ Mass fraction of a substance in a mixture”). The histo rical bas is was th e docu me nt s of the Museum of the Siege of Len ingrad describing the co mposition of bread during one of the most d ifficult periods for the coun try. ST “B adaev’s Earth”: On September 8 , 194 1, fascist aviation bombed the Bad aev food warehouses in Leningrad, where the m ain su pplies of food, includi ng sugar, were s tor ed. The fire caused melted sugar to mix with the soil (Fig. 2). Hun gry residents of besieged L eningra d had no choice but to try to use this s oil to extract at least a s mall amount of sugar [6, p. 26]. A Leningrad resident, Zo ya, collected soil soaked with sugar after the fire. She g athered about 2 kg of soi l containing appr oximately 10 % melted suga r. Zoya added 4 kg of water to this soil and f iltered it through gauze. Figure 2 – Illustr ated material for ST “Badaev’s Eart h” After completing th e c al culations, students discu ssed wh y even this surrogate saved lives, what emotions people ex perienced while s tanding in queues, and wha t food symbol izes in ter ms of human labor and survival. Ch emical calculations became a pr etext for discussi ng morality, resilience, and memory.. Tasks for ST “Badaev’s Earth”: (A) How many grams of sugar are contained in 2 kg of s uch soil? (B) W hat is the mass fraction of s ugar in the resulting sol ution obtained by Zoya? (C) W hy did people risk their lives t o collect sugar from the so il? (D) How can sugar be extract ed from this mixture in pure for m? Propose one method. The ST was asse ssed at 6 points. Assessment Criterion: calculat es th e mass fraction of a dissolv ed substance gi ven the mass of the subst ance, the mixture, a nd the solution. Proceedings of the 11th International Scienti fic Conference 118 Descr iptors : 1A) Writes t he “Given” section based on the t ask – 1 point 2A) Writes t he formula for calculatin g mass fraction – 1 point 3A) Calcu lates the mass of sugar – 1 point 4B) Calcu lates the mass fraction of sug ar in the sol ution – 1 point 5C) D emonstrates understandi ng by explaining why people co llected sugar from the soil – 1 point 6D) Propo ses one method for extracting su gar fro m the mixture – 1 point The second author ’s task is “Formula for the Front” (Grade 10, topic: “Determining the molecular f ormula of a hydrocarbo n based on combustion pr oducts”). ST: “For mula for t he Front” Chemists du ring the Great P atriotic War made a n invaluable contr ibution to Victory. Wh il e soldiers fought on the battlefiel d, their front was in laboratories and workshops. During WWII, logistics played a cruc ial role. Supplying fuel fo r tanks, p lanes, and tr ucks tran sporting food and supplies was vital for operational success. Fuel qu ality, oct ane rating, and st orage stability determined the effectiveness of machinery under harsh wartime cond itions. Chemists working in the rear co ntinuously im pr oved fuel fo rmulations to ensure reliable and effi ci ent fuel for the fr ont (Fig. 3). Imagine you are an anal ytica l chemist in a milit ary laboratory in 1942. You receive a sa mple of an unknown hydrocarbon, expected to be a promising co mponent of new high-octane aviation gasoline. Your task is to determine its empirical and molecular for mulas based on the products of complete combust ion to evaluate its energy potential Figure 3 – Illustr ated material for ST “Formula for the Front” Tasks for ST “Formula for the Front”: Militar y chemists burned 7.125 g of the unknown hydrocar bon in excess oxy gen. The reaction produced 11 g of CO₂ and 4 .05 g of H₂O. The rela tive density of t he gas compar ed to helium is 28.5. 1. Determine the empir ical and molecular formulas of the hy droca rbon. 2. S uggest which class of organic co mpounds it may belong to. 3. Suggest tw o iso mers that may be components of gaso line, c onsidering that branch ed hydrocar bons are often used to increase octa ne n umber. The task was a ssessed at 4 p oints. Assessment Criterion: determines the molecul ar for mula of an alkane based on combust ion products. Descr iptors: 1A) Calcu lates the molar mass of the hydrocarbon – 0.5 points 1B) Calcu lates the amount of C O₂ and H₂O – 1 point 1C) Determines t he empirical a nd molecular formula – 1 point (0.5 for each) 2A) Suggests t he class of the organic co mpound – 0.5 points 3A) Writes two i somers that may be found i n gasoline – 1 point (0.5 p er isomer) «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 119 After completing the calculations, students discussed the contr ibution of national chemists to Victo ry and the role of sci ence in defending the M otherland. Thus, even a st andard academi c task t ransformed into an emotionally rich educational t ool. Students from gr ades 8–11 p articipated in the experimen t. Qu estionnaires and quantifica tion methods were used to assess t he effectiveness of ST application [ 7, p. 261]. Таблица 1 – Во просы для проведения анкетирования How inter esting did you find the topic of the situational task? (1 – Not inte resting at all … 5 – Very int eresting) How diffi cult was the task? (1 – V ery easy … 5 – Very difficult). Wha t was the most difficu lt part? Was it in teresting to study the topic in the context of the Great Patriotic War? (1 – Not inte resting at all … 5 – Very int eresting) What was the most interesting part? (Short answer) How familiar w ere the historica l themes? (1 – Not fa miliar … 5 – Very familiar ) The results showed that: 82% of stude nts r ep o rted increa sed interest in ch emistry, 76% noted understanding of th e connection between sc ience and history, 68% reported formation of patr iotic feel ings . Visu al materials significantly increased en gage ment. Figure 4 – Sur vey results of st udents in grades 8–9 after using ST When asked, “Wh at did you fi nd most interesting in the task?”, students primarily emphasized th e histo rical context of the assignments. For insta nce, one student fr om 8A, after completing th e situational task “Bad aevskaya Lan d,” no ted: “The most intere sting and, at th e sa me time, touching part for me was the story about Zoya, who separated sugar from the soil. This is a story t hat our ancestors experienced, and I was very cu rious to learn what l ife was like dur ing t he Great Pa triotic War.” Students also highlight ed that they found it particularly engaging to explore WWII ev ents through the lens of c hemistry. During the initial les sons applying si tuational ta sks in the context of 0,00 1,00 2,00 3,00 4,00 5,00 « Бадаевска я земля» Смертельный газ « Блокадный хлеб » Химический фро нт. Операция: « Компо нент X» « Код Cl₂: Химия и война» 4,2 3 4,4 9 4,4 5 4,3 0 4,7 3 3,5 8 3,8 5 3,5 5 3,9 5 3,9 6 4,4 3 4,3 3 4,6 4 4,6 5 4 ,73 3,9 6 3,9 5 3,9 1 3,8 0 4,0 0 Survey R esults for G rade s 8-9 Наскольк о интересной вам по казала сь тема з адачи Наскольк о сложной была з адача? Было ли вам интересно изучать тему в контексте Великой Отечественной войны? Наскольк о знакомы вам темы, изложенные в контексте? Proceedings of the 11th International Scienti fic Conference 120 historica l events from the Fir st and Second World War s, students were surprised to discover that historica l events co uld be examined fr om a ch emical pers pective. One student fr om 11A, w hile working on the t ask “The Invisible Front o f the War,” co mmented: “I generally enjoy studying history, a s I am preparing for the UNT and plan to become a history teacher, but I nev er imagined I would st udy historical events of the Great Pa triotic War in c hemist ry l essons.” The illustr a tions selected to accompa ny the situational task s also sp ark ed significa nt interest among students. This study demonstrates that embedding historical context and p ractical applications of chemistr y strongly influen ces st udents’ emotional engagement with th e mater ial and fosters sust ained intellectual curiosity. After completi ng the situational tasks, almost all st udents r eported in thei r su rveys that the gr eatest ch allenges wer e encounte red in the calcu lation co mponents. Some st udents also noted difficu lties in writing c hemical reaction equations. Figure 5 – Sur vey results of st udents in grades 10 –11 after using ST Thus, the use of si tuational tas ks in chemistry classes contributes to the inte gration of instr uction and upb ringing, f ostering respect for the history of science and nationa l achievements. Chemistry ceases to be me r ely a su bject of fo r mulas and becom es a means of moral development. The experiment demonstr ated that incl uding hist orical-patriotic context in lessons increases m otivation and awareness. Students perceive the subject not in is olation, but a s part of their country's hist ory, contributing to t he for mation of ci vic identity. As N. S . Kasatkina notes, the integr ation of s cientific and spiritual components fosters a personality capable of u nderstanding the value of k nowledge and labor [2, p. 96]. Situational tasks base d on hist orical material combine intellectual act ivity with emotional and value-b ased r eflection. Thr ough scientific fact s, calculations, or chemical reactions, students explore the human dimension of science — its mo ral and cultural role. This approa ch makes learning mea ning ful and humanistic, turning education into a natural part o f personal development. The researc h convincingly demonstrates that historically contextualized sit uational tasks in chemistry education ar e an ef fective mea ns of developing stu den ts’ historical memory and patriotism. They promote critica l thi nking , develop interest in chemistr y, and 0,00 1,00 2,00 3,00 4,00 5,00 «Формула для фронта» «Химия в небе войны» «Невидимы й элемент войны» «Мартеновская печь: сталь Победы» Марганцевый рудник 4,91 5,00 5 ,00 5 ,00 5,00 3,14 3,05 3 ,48 3,35 2 ,52 5,00 4,90 5 ,00 5,00 5 ,00 4,64 4,55 4 ,61 4,6 1 4,81 Survey R esults f or Gr ades 1 0–11 Насколько интересной вам по казалась тема задачи Насколько сложной была задача? Было ли вам интересно изучать тему в контексте Великой Отечественной во йны? Насколько знаком ы вам темы, изложенные в контексте? «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 121 foster pr ide in national scientif ic achievements. The r esults conf irm the need for furth er implementation of the methodology in sc hool and extracurr icular chemistry education. References 1. Ministry of E duc ation of the Republic of Ka zakhstan. Instructional-methodological letter on c hemistry for the 2024–20 25 academic ye ar . A stana, 2024. 2. Kas atkina N.S. Integration of educational objecti ves in ch emistr y education. Almat y, 202 3. 285 p. 3. Pa vlenko E .K. Co nte xtual lear ning i n the formation of fun ctional literacy. St . Petersbur g, 2022. 79 p. 4. Bloom B. T axonomy of Educational Objecti ves. New Yor k, 1956. 230 p. 5. Av anesov V.S. Pedagogical measurements and testing. Moscow: Academia, 2019. 98 p. 6. Pastuk hov A. S., Gromtsev A.S. “O ne of t he creators of th e r ecipe for Leningrad blockade bread — M ikhail Ivanovich Knyaginichev.” History Today , 2019 , pp. 86–89. 7. Bu lyko A.N. Comprehens ive Di ctionar y of Foreign Wo rds . Mosco w: Marti n, 2006. 702 p. Proceedings of the 11th International Scienti fic Conference 128 moments of learning; this, however, could limit depth and perhaps expose l earners to oversimplified or even incorr ect explanations.  Instagram Instagram is a ver sa tile to ol for lear ning forei gn languages, able to combine visual, textual, and video co ntent. The multimodal features of posts , Stories, Ree ls , a nd Live str eams allow multiple ways of engaging w ith the co ntent. Among its most popular features, learners like to follow educational pages , teachers, or influ encers that usually publish lists of cur rent vocabul ary or idiomatic expressions, mini -l essons, cultural co ntent, and motivational tips. Hashtags like #learnenglish, #linguistics, et c. help students find new materia ls. Instagram su pports passive learning (just scrolling) or active creation (w r iting captions, r ecording videos). Non etheless, aesthetic a nd lifestyle featur es may distract learners from their aca demic goals.  YouTube YouTube is one of the most influential st ructured for eign langu age learning plat forms. It allows viewing long-form lesso ns, tutorials, docu mentaries, and p odcasts, as well as r eal-life material, su ch as interviews and v logs. F ull courses, test preparation materials, or professio nal lessons by educato rs and inst itutions ca n often be found on many channels. YouTube definitely helps to impr ove liste ni ng skills, pronunciation, and cul tural knowledge. Students can als o comment and discuss in t he comment section with creator s and other students themselv es. The main challen ge is information overload, since it may be hard for students to ch oose credib le a nd high-qu ality content.  Facebook Facebook is still r elevant for group-based and community learning. Students in un iversities take part i n langua ge learning gr oups, onl ine clubs, and class co mmunities where they share resourc es, discuss, a nd ask questions. L ong-form posts, live streams, and group chats on Facebook support co llaborative learning a nd peer re view. Unlike TikTok or Instagr am, Facebook is mor e tex t- heavy; hence, it is more suited for longer expl anations and discussi ons. It is, however, le ss appealing to a y ounger audience because of the slo wer pace and more traditional i nterface.  Telegram Educatio nal appli cations of Telegram are widespread because of its cha nnels, groups, a nd storage in the cloud. Teachers and course instructors ca n share work sheets, audio files, lessons, quizzes, and u seful links. M any lear ners subscribe to variou s channel s, which post daily voca bulary, grammar explanations, or news digest s in the target l anguage. The platform is pr actical for the quick dist ribution of materials and for o rganizing them in one place. Despite its practica lity , learning r emains largely passi ve unless teachers or s tudents actively initi ate discu ssions.  Threads Threads are newer platforms linked to Instagr am and ar e dedicated to text- based communicati on. They allow users to post small texts, ask questions, have topic discuss ions, or follow any educational thread provided by a tea ch er or an influencer. It is nat urally dialogue- friendly and hence perfect for practicing the targe t language through written res ponses, debates, or prompts. Since it is still developing, t he amount of foreign language content is minimal compared to o ther platforms; however, its academic communication potential is gr eat.  Other Applications Besides g eneral-pur pose social networking site s, students use other applications to learn foreign languages. Topic-oriented communiti es like Redd it al low learners to ask for advice, share materials, and p r actice writing. D uolin go, M emrise, and Busuu pr ovide game-like learning environments that su pport vocabulary building and gr ammar review. Disco rd hosts lang uage - learning server s with voice chats and st udy gr oups. Pinter est allows user s to save visua l learning materials like infographi cs and vo cabulary charts. This p roves that lea rning does not happen in «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 129 one pl ace; instead, st udents cr eate a personalized digita l eco system that combines enter tainment, communicati on, and structured study. Methods 2.1 . Research Desig n In this stu dy, the quantitative descr iptive research design was use d to explore how university students employ soc ial networ ks to support their lear ning of a foreign language. A quantitative approach had been chosen because, through this, numerical data can be gathered in a systematic way, and pa tter ns, freq uencies, and re lationships within a large gr oup of pa rti cipants can be ident ified. The desc r iptive appr oach was deemed appropri ate because the aim of the st udy was not to te st a specific hypothesis but to docu ment and analyze the behavior s, prefer ences, and perceptions of t he learners i n a natu ral s etting. By using this par ticular design, t he study was able to capture a clear over view of the degree to which social networks are integrated into the students' r outines of language learning. This st udy focused on three overall research q uestions: 1. How fr equently do learners use social networ ks for language learning? 2. What platfor ms ar e most commonly used fo r this purpose? 3. How do soci al networ ks influence learners' moti vation and langu age skills? 4. What iss ues do learners have with us ing social networks i n language learning? The design allowed for a direct co mpar ison of the st udents' r esponses and made it possible to summar ize common tre nd s ac ross the sample. 2.2 . Participants In all, 52 partic ipants participated in this stu dy. All the par ticip ants were affiliated wi th a university that specializes i n forei gn language education. Most were full -time students majoring in language-related programs and were thu s a suitable tar get group for studying the ro le of digital environments in language learning. The age of th e partici pants varied from 17 to 3 0 years , with the lar gest categor y, 50.9%, falling into the category of 18–20-year-o ld pa rticip ants. A sma ller group, 1 7. 1%, reported being in the age group of 21–25 years, wh ile parti cipants under 18 accounted fo r 30.5% of the sample. Only a very small number were aged 26–3 0 years. Regarding th eir occupation, 71. 2% identified themselves as students. The r est were research ers (21.2%), c ollege teacher s ( 5.8%), and sch ool teachers (1.9%). This prov ided a fur ther dimension of diversity on how learners at va rious junctures of academic or professional development engage with social netw orks for educational purposes. Partici pation was entirely volunta ry, with no incentives offer ed for filling out the questionnaire. Ad ditionally, par ticipants were allowed to w ithdraw their p articipation at any t ime prior to submitting the questionnair e. Although the final sample size r eached 52 r espondents, it was adequate enough to identify clear trends a nd produce meaningful descr iptive st atistics. 2.3 . Instrument Data were co llected through a s elf-administered onlin e questionnaire designed thr ough Google Forms. The questionnaire consisted of 1 2 items , including multiple-choice and single- choice questions . The it ems were developed ba sed on themes co mmonly discu ssed in digi tal language learning r esearch, such as frequency of use, preferred platforms, co ntent ty pes, perceived usefuln ess, motivation, and ch allenges. The questionnaire was structur ed in four sections: 1. Demographi c Dat a: age, occupation, and e ducational backgr ound. 2. Patter ns of Social Media Use: frequency, daily time sp ent online, an d platforms used for language learning. 3. Perceived B enefits and Skill D evelopment: types of content learners engage with, skills i mproved through social networks, level of motivation. Proceedings of the 11th International Scienti fic Conference 130 4. Cha llenges a n d Limita tions: dist r act ion , low - quality info rmation, limi ted s tructured practi ce, and information overload. Questions were all cl osed-ended, allowing for cl arity and effici ency in quantitative analysi s. The inst rument was pretested on two student s to ensure that questions were u nderstand able and relevant. Some minor adjustments wer e made fo r clarity before the distribution of the final version. 2.4 . Procedure The data co llection took pla ce in a number of successive steps. First, the questionnaire was const ructed using Go ogle Forms and ch ecked for cl arity of wor ding and logica l ordering of items . Next, the link of th e survey was sent using university co mmunication channels, including stude nt group chats, aca demic social media pages, and univer sity email lists. This method therefo re ensured that t he survey reached a wide range of students across dif ferent academic years. Partici pants accessed the online questionnaire through thei r own p e rsonal devices. D ue to the br evity of the surve y an d ease of use, th e majority of participants finished in roughly 5–7 minutes. Upon submissi on, partici pant response s were automaticall y recorded on Go ogle For ms, which offers built-in functions fo r pe r centage calculations and chart gener ation. These visual summaries helped in t he initial interpr etation of the data. After data co llection was completed, the researcher s dow nloaded all responses and reviewed them for c ompletenes s. No questionnaires w ere disqualifi ed because all items required a response, ensu ring full datase ts for every par ticipant. The data were a nalyzed usi ng descriptiv e statist ics, primarily frequencies, per centage distributions, and compar ative ch art s. The findings were then or ganized in a manner that reflected the themes in t he questionnaire to faci litate data presentation under the Results sectio n. 2.5 Ethical Cons iderations Ethical guidelines wer e considered in every det ail of the investigati on. The sur vey was f ully anonymous , and pa rtici pants were infor med that their data wo uld be used o nly for ac ademic purposes. Th e questionnaire did not r equest any personal or identifying informatio n, ensuri ng the privacy and con fidentiality of all r espondents. The voluntar y nature of participation was pointed out cl early at the very beginning of th e survey. The r espondents co uld stop partici pating a t any moment befor e submission with out consequences. Be cause the st udy di d not involve sensitive topics or interventions, no additional ethical approval was r equired; however, standard ethical principles of transparency, r espect, and pr otection of participants' data were obser ved in this research. Results 1. Demogr aphics In total, 52 s tudents took part in the survey. The majority o f res pondents wer e between 18 and 20 years old (50.9% ) , whi ch shows the typical age for undergr aduate learner s. A further 17. 1% were between 21 an d 25 , while 30.5% were unde r 18. Only a very small pr oportion ( 1.5% ) were aged betwee n 26–30 , showing that most part icipants c ame fr om the younger student population. «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 131 Regarding occ upation, university and sch ool st uden ts acco unted fo r 71. 2% of the samp le . The rest wer e made up of resear chers (21.2%), co llege teachers (5. 8%), and s chool teachers (1.9 %) . These results suggest that the su rvey mainly describes the experience of act ive learner s, supplemented by th e experiences of educators and r esearchers. 2. Use of Social Network Services Most o f the participant s (87. 3%) reported using socia l networks e very day. Social media is therefore well int egrated in to their everyda y h abits. Another 10.9% used social networ ks several times a week, while only 1.8% accessed them once a week. None of the pa rticipa nts answered that t hey rarely or never used soci al networks. Proceedings of the 11th International Scienti fic Conference 132 3. Platforms Used f or Language Learning Students were ask ed ab out specific platf orms they use for foreign language learning. The most f requently used platforms w ere:  Instagram: 52% - 26 people  YouTube – 46% ( 23 people)  TikTok – 26% (13 people)  Facebook – 8 % (4 people)  Telegram – 8% (4 people)  Duolingo – 4% (2 people)  Threads – 2% (1 person) Instagram and YouTube cl early dominated as the preferred tools fo r lear ning languages online. TikTok w as mode rately popular, whil e Facebook, Telegram, a nd Duolingo were us ed by a smaller por tion of students. 4. Helpfulness of Social Networks When asked wh ether social networ ks make language learning easier, re sponses wer e mixed but generally posi tive. About 34.5% of the people believ ed th at social media d oes make learning easier; 48. 2% selected “mayb e”, showin g th at many st udents recognize potential b enefits but st ill fe el unce rtain. Finally, only 17. 3% said that soci al media do es not help to learn a for eign language. «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 133 5. Content Types that are H elpful Partici pants reported the types o f social media content that hel p them learn best:  Short v ideos – 54%  Gr ammar explanations in posts - 28%  Podcasts or long videos – 16%  Memes/funny c ontent – 16% The most favored format was short videos, probably beca use of thei r simplicity, th e pace at which information is given, and how easy they are to co nsume. Posts based on grammar we re also appreci ated, whereas longer content, like podcasts, w as less popular. The nervous s ystem coordinates the various f unctions of th e organs with each other. 6. Enhancing Lang uage Skills Students indica ted which language skills improved through socia l networks:  Vocabulary – 50%  Listening – 40%  Reading – 36%  Speaking – 20% Vocabulary development and listening compr ehension improved the most, r eflecting the influence of rich visual and audio con tent; speaking sk ills were the least a ffected, probably because social media o ffer fewer chances fo r productive oral pr actice. Proceedings of the 11th International Scienti fic Conference 134 7. Time Spent Learning Thr ough Social Networks About daily time sp ent on language-learning a ctivities thro ugh social media:  Less t han 30 minutes – 27.3%  30 minutes–1 hour – 50%  1–2 hours – 13.6%  More th an 2 hours – 9.1% While most students, 50%, spent up to an hour daily, only a small minor ity spen t mor e than two hours. 8. Influencers and Teachers Online Only 30.8% of the students answ ered t hat they fo llow online languag e-learning influencers or teachers. As many as 63. 5% said they did not follo w such accou nts, which suggests that most learners r ely on general content rather th an specialized educators. 9. Motivation Partici pants shared how motivating social networks ar e for language learning:  Highly motivated - 42.6%  Somewhat motiv ate – 36.2 %  Do not really motivate - 12.8%  Do not motivate at all – 8.5% Overall, more than three quarters of the sample reported some level of mot ivation due to social media. «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 135 10. Problems When Learning Thr ough Social Networks While th ere are many benefits that can be derived from soci al media , stud ents also identified challenges:  Insuffici ent activities to practice - 40%  Too much distract ion - 26%  Low qua lity information – 20 %  Information overload – 1 4% The most serious problem was a lack of sy stematic practice exercises, f ollowed by the inability to m aintain concentration. 11. Recommendation Finally, students were asked whether they would recommend u sing social network s for language learning: Y es, de finitely - 51.9 %, Maybe – 40. 4%, N o – 7.7% While most participants generally held positive attitudes t oward social media use as a learning tool, a sizeable percentage preferr ed a cautious or conditional recommendation. Proceedings of the 11th International Scienti fic Conference 136 Discu ssion The findings of this study sugges t that social networks are now a part of ev eryday activities in stud ents' lives and r epresent signifi cant oppor tunities for engagement with foreign languages outside the formal cl assroom. The high level of daily us age, 87. 3%, indicates that soci al media access offers partici pants con stant access to auth entic langu age content-a very natur al environment for informal lea rni ng. This also subst antiates earlier findings in dicating that constant exposure does s upport incidental learning i n developing vocabular y and comprehension sk ills. The dominance of Instagr am, Yo uTube, and TikTok as preferr ed learning platforms testifies to the fact that stud ent s prefer visually presented dynamic and easily consumable content. These platforms present short videos, sub titles, a nd interactive features in a way tha t ali gns well with students' learning habits and attention spa ns. The p reference for shor t videos (54 %) supports studies indicating that micro-lear ning forma ts increase engagement, reduce cognitive load, and present informa tion in highly accessible ways. Instagr am Reels, YouTube Shorts, and TikTok Videos naturally promote repeat viewing, as the r epetition improves memor y r et ention and vocabulary acquisit ion. Results also pinpoint that the students consider social networ ks helpful for improving vocabulary ( 50%), listening sk ills (40%), and reading s kills ( 36%) . S uch fi ndings corroborate ear lier studies that have emphasized that exp osure to r eal-life conversation, commentary, ca ptions, and posts provides lear ners with authentic language input that enhances t heir r eceptivity to new words and expressions. The liste ning and r eading skills, reliant as th ey are upon exposur e, derive most benefit from the ki nd s of material found on s ocial media. However, s pe aking skills improved the least, at 20%, indic ating tha t despite th e interactive nature of social networks, they sti ll pr ovide limited oppor tunities for r eal-time p roductive or al communication unless l earners actively create content themselves. Results show that sp eaking impr oved the l east among l earners at 20% , implying that most learners are passive consumers of content rather than pr oducers of language. While social networks offer l imited structur ed s peaking op portunities, some features of the platform could be used more effectivel y in order to suppor t oral production. For example, the du et and s titc h funct ions in TikTok ca n fa cilitate imitation of dialo gues, respo nding to a prompt, or perfo rming s ome kind of speaking c hallenge . Similarly, Instag ram's voice mess age, Teleg ram's voic e chat, o r YouTube collab oration can be used to sti mulate language producti on. Usi ng such act ivities w ithin a classroom ass ignment—li ke mak ing sh ort refl ective videos, taking part in voice-thread discussions, or performin g speaking chal lenges—is likely to get students from passive consumption to active sp eaking practice. These recommendations enhance the pedagogica l value of social networks and highlight the concrete ways in which s peaking skills can be improved by digita l tools. «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 137 Another significa nt factor that emerged wa s motivation. A majority of s tudents, 42.6%, reported that they fel t highly motivated when u sing so cial media to learn about the lan guage. Th e motivational effect could be because of the info rmal and entertaining nature of content and a sense of autonomy that students feel in ch oices related to what, when, and how t o learn. Likes and comments, as well as other forms of online interaction, can present immediate positive reinfor ceme nt suppor ting the hypothesis that digi tal environments create better engageme nt for learners. At the sa me time, 12.8% reported low motivati on, wh ich could show individ ual differences in learning style or difficulti es navigating th rough social media for educational purposes. Despite these advantages, the r esults als o indicat e a number of s ignificant issues. The most frequent issu es i ncluded a lack of s tructur ed practice, 40%; di str action, 26%; and low quality or inaccur acy of info r mation, 20 %. These issues sig nal limitations of info r mal lea r ning environments: without guidance, s tudents acc ess and view content that could be entertaining but not pedagogically useful. Distract ions have also r emained a s erious issue because of the enter taining design of the apps, which often draw students away from aca demic tasks. The unverified information ra ises accuracy co ncerns because social media influencers and con tent c reators could be providing si mplified and sometimes wrong e xplanations. These challenges highlight the fact that social networks sh ould not be consider ed a subst itute for formal language less ons. In fa ct, they ser ve better as complementary tools tha t enhance learning when used strategically. Teach er s can ma ke val uable contr ibutions by suggesting trust ed accounts, creating guided activities, or incor porating soci al media into the classroom in a way that keeps c ontrol over what stu dents engage wi th. This approach co uld help st udents develop digital l iteracy skills, avoid distract ions, and stay tuned to educational content of hig h quality. Ov erall, the findings sh ow th at while social media do es affor d significant opportunities for engagement, exposure, and motivation, its efficacy is high ly de pendent o n purposeful use, critical evaluation of content, and balance wit h mo re traditional learning methods. Futur e research may explore more de tailed str ategies for integra ting s ocial media into curricu lum design and investigate how d ifferent platforms can suppor t spea king and w riti ng skills more effectively. Conclus ion This study has pr ovided e vidence that soci al netwo rks play a signifi cant and, by an d l arge, positive role in u niversity students' foreign language learning. As the results reveal, most learners access social media daily, which gives them constant ex po sure to auth entic language input. Specifically, such pl atforms as Instagr am, YouTube, and TikTok pr ovide easy acce ss to visually appearing content that hel ps students develop their vocab ulary, listening, and reading skill s. Vi a social media, s tudents also c laimed to experience incr eased motivation be cause it is interacti ve, offers per sonalized content, and allows t hem to learn in an infor mal environmen t. Despite these advantages, the study also underlines so me ser iou s challenges. Many students a re dist racted because social networks ar e essentially cr eated for enterta inment, not education. Others r eport either pr oblems with the quality of th e online content or the lack of structur ed practice opportunities that social media provide for comprehensive language development. These issu es indica te that even though soc ial networks ca n enrich languag e learning, t hey are not able to replace for mal instruction or syst ematic practice. The st udy hence con cludes that social networks should not be p erceived as main but rather supplementar y tools of learning. U sed in addition to traditional ways of teaching, s ocial networks can enor mously contribute to th e proc ess of lear ning: t hey provide additional exposure, off er engaging materials, and g ive opportunities for autonomous learning. Teachers may further support students by r ecommending r eliable sour ces, developing guided tasks, and helping learners manage the ir time and attention onl ine. Proceedings of the 11th International Scienti fic Conference 144 texnoloji, həm də praktik aspektl əri birləşdirən kompleks bir yanaşma tələb edir ki, bu da müasir təhsilin əsas p rinsiplərindən biri hesab o lunur.[ 2, s.37] . Azərbaycan Re sp ublikası nın “Təhsil haq q ında Qanunu”nda [2009] göstəril ir ki, təhsilin məqsədi şəxsiyy ətin for malaşması və onun y aradıcı qabiliyy ətlərinin inki şafıdır. Bu pr insip müasi r pedaqoji prose sin yalnız ənənəvi yana şmalarla deyil, eyni zamanda texnologiyaların i nteqrasiyası əsasında qurulmasının zəruriliyini ortaya qo yur. Müasir dövrdə infor masiya və kommuni kasiya texnologiyalarının sür ətli inkişafı tədris prosesinə yeni yanaşmal ar və inn ovativ metodların daxil edilməsini tələb edir, bu da pedaqoji fəaliyyətin daha effektiv və məqsədyönlü olmasına imk an yaradır . Bu isə pedaqoji prosesin müasir te xnologiyalar əsası nda qurulmasını zəruri edir [4, s.9] . Tədqiqatın aktual mövzu kimi seçilməsinin səbəb i ondan ibarətdir ki, müasir dövrdə təl imdə texnologiyaların sü rətli inkişafı pedaqo ji yanaşmalarda yeni nəzəri ist iqa mətlərin yaranması na gətirib çıxar mışdır. Texnologiyaların sür ətlə inkişa f etdiyi müasir təhsil mühitində pe daqoji nəzəriyyələrin yenilənməsi və yeni t exnoloji vas itələrin pr aktikaya inteqr asiyası l abüd olur. Bu inteqrasiya yalnız yeni texnologiyalar ın tətbiqini nəzərdə tu tmur; həm də mövcud nəzəri prinsiplər in müasir pedaqoji r eallıqlara uyğunlaşdı rılmasını, müəlli mlərin metodik bacar ıqlarının v ə texnoloji savadlıl ıq səviyyəsinin ar tırılmasını tələb edir. [5, s.27] . Pedaqoji prosesdə nəzər i i stiqamətlərin mahiyyəti onun elmi əsaslarının v ə tədris fəaliyyətinin sist emli şəkildə qurulmasını təmin etməsidir. Nə zə ri istiqamətlər pedaqogikanın fundamental prinsiplər inə, insanın inki şafı, təlimin təşkili və biliklərin ötür ülməsi nəzəriyyələrinə əsaslanır . Bu istiqamətlər müəllimə p edaqoji qər arlar qəbul etmək, təlim s trategiyalarını se çmək və təl əbələrin fərdi xüsusiyyətlərinə uyğun yanaşma tətbiq etmək üçü n elmi əsas verir. Nəzəri istiqamətlər təlimin mə qsəd, məzmun və metodologiyasını müəyyən edən konseptual baxışla r sist emidir. Onlar pedaqogikanın elmi əsaslarını formalaşdır ır və təhsil proses inin ideya-sistem xar akterini müəyyənləşdirir [8, s.41 ] . Ənənəvi nə zəri i stiqamət lər sırasında humanist, k ognitiv, konstruktivist və fəaliyyət yanaşmaları xüsusi yer tutur. - Humanist nəzəriyyə (K. Rodjers , A. M aslow) şəxsiyyətin fər di inkişafını v ə tə limdə emosional mühitin rolunu önə çəkir [9, s.52 ]. Bu yanaşmaya g örə, təh si l ya lnız biliklərin ötürülməsi deyil, ey ni zamanda tələbənin daxili potensialının, emosio nal və motiv asion i nkişafının təmin olunmasıdır. Humanist yanaşma müəllimin rolunu dəstəkləyici və yönləndiri ci k imi t əqdim ed ir, təlim mühi tində empatiya, tə hlükəsiz və emosional cəhətdən dəstəkləyici atmosferi n yaradılmasını vacib hesab edir. Bu yanaşma ilə təh si l şəxsiyyətin özünüifadəsi, yaradıcı lığı və sosial adapta siyasının inkişafı üçün bir platforma rolunu oynayır. - Kognitiv istiqamət (J. Piaget, D. Ausubel) biliklər in məntiqi strukturlar üzərində qur ulmasını əsa s tutur [10, s. 18]. Bu yanaşma tələbələr in məlumatl arı qəbul etmə, analiz etmə və əvvəlki biliklərlə əlaqələndirmə bacar ıqlarını inkişaf etdirir . Təlimin planlı və si stemli şəkildə q urul ması tələbələrin kompleks problemləri həll etməsi nə, analitik düşüncəni n formalaşmasına və biliklərin davamlı mənimsənilməsinə imkan verir . Kognitiv yanaşma həmçinin m üəllimə pedaqoji qərar ların rasi onal və elmi əsaslarla q əbul edilməsində yardımçı olur. - Konstruktivis t yanaşma (J. Bru ner, L. Vıqotski) öyrənmənin sosial qarşılıqlı əlaqə və təcrübə əsasında ba ş ver diyini sübut edi r [ 11, s .66]. Bu is tiqamətə gör ə bilik təkcə ötürü lən infor masiya deyil, tələbənin aktiv fəaliyyəti və təcr übəsi nəticəsində formalaşır. Sosia l əməkdaşlıq, layihə iş i, diskuss iya və problemlərin həlli konst ruktivist yanaşmanın əsas vasitələridir. Bu yanaşma, tələbələrin öz bilik lərini qurma b acarığını inkişaf etdirir , müstəqil düşünmə və kollektiv fəaliyyət qabiliyyətlərini gücl əndirir. - Fəaliyyət yönümlü yanaşma isə pedaqoji prosesin pr aktik aspektini ön plana çıxarır. Bu yanaşmada tədr isin əsas məqsədi tələbənin bilik və bacarıqlarını real fəaliyyət şəraitində tətbiq etmək, həmçinin təcrübə vasitəs ilə öyrən mə ni davamlı etməkdir. Fəaliyyət yanaşması müəllimi «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 145 yalnız məlumatın ötür ücüsü deyil, eyni zamanda təlimin təşkili və qiymətləndirilməsi prose sində iştirak e dən fasilitator a çevirir. Bu nəzəri ist iqamətlərin ümumi pr insipi ondan ibarə tdir ki, b ilik y alnız müəlli mdən şagi rdə ötürülmür, həm də onun fəa liyyətində, t əcrübəsində və kommu nikativ mühi tdə for malaşır [3, s.45] . Nəz əri istiqamətləri n mahiyyətini baş a düşmək və onlar ı pedaqoji prosesə inteqrasi ya etmək müəllimlərə tə drisi planlama, met od seçimi və tələbənin fərd i xüsusi yyətlərinə uyğunlaşd ır ma imkanlarını verir. Eyni zamanda, nəzəri istiqa mətlərin texnoloji ya naşmalarla birləş dirilməsi təlimin effektivliyini artır ır, tələbələrin müas ir infor masiya və kommunikasiya t exnologiyalarını aktiv öyrənmə prosesinə cə lb etməsini təmin edir. Təlim texno logiyala rı pedaqoji prose sin planlaşdırılmış nəticələrə yönəldilməsini təmin edən, sist emli və idarəolunan fəaliyyət modelidir. Bu texnologiyalar tədrisin məqsəd v ə vəz ifələrinin konkretləşdirilməsini, d ərs p rosesinin mərh əl ələrinin ardıcı llığını və təl əbə fəaliyyətinin məqsədyönlü ş əkildə qurulmasını təmin edir. Onl ar müəllim və tələbə arasında qarşılıqlı əlaqəni gücləndirir, təlimi inter aktiv və nəticəyönümlü edir, həmçinin tədrisin keyfiyyət inə elmi əsaslı nəzarət imka nları yar adır. Texnoloji ist iqamətlər pedaqoji məqsədlərin reall aşmasında tətbiq olunan metod, üsu l və alətlərin məcmusudu r[ 12, s.22] . Onlar tədrisin səmərəliliyini art ırmaqla yanaşı, öyrənmə prosesini daha maraqlı və motivasiyaedi ci edir, tələbənin fərdi xüsusiyyətlərini nəzərə almağa imkan ver ir. Texnoloji ist iqamətlər n əz əri biliklərin praktik tətbiqini dəstəkləyir və pedaqoji prosesin müxtəlif mərhələlərində konkret funksi yalar yerinə yetirir. İnteraktiv təlim texnologiyalar ı – dərs prosesində tələbəl ərin aktiv iştir akını tə min edən, qarşılıqlı əlaqəyə əsaslanan t exnologiya lar. Bu texnologi yalar tələbələr arasında əməkdaşlıq, fikir mübadi ləsi və interaktiv tapşır ıqlar vasitəsilə öyrənməni daha effektiv edir. İnterak tiv texnologiyalar həm müəllim, həm də tələbə üçü n dər s prosesinin canlı və adaptiv olmasına i mka n yaradır. Layihə əsaslı öyrənmə (P roject-based learning) – tələbələrin real həyatda rast gəlinən problemlə r üzərində işl əyərək bi lik və bacarıqlar ı tətbiq etməsinə yönəlmiş metodik yanaşmadı r. Bu üsul tələbələrin analitik düşünmə, problem həll etmə və yar adıcı yanaşma qabiliy yətlərini ink işaf etdirir. Eyni zamand a, layihə əsas lı öyrənmə sosi al əmə kdaşlıq və məsuliyyət hissini güc ləndirir, öyr ənmən i praktik və məqsədy önlü edir. Oyun texnologiyalar ı (G ame-based lear ning) – tədr is pr osesini mar aqlı, motivasiyaedici və interaktiv hala gə tirən metodik vasitələrdir. Oy un texnologiyaları öyrənməni əylə ncəli edir, tələbələrin diqqə tini cəmləm əyə, bilikləri praktik ada sınamağa və öyrənmə motivasiyasını artır mağa kömək edir . Bu texnologiyalar həmçinin rəqabət və əməkdaşlıq elementlərini birləşdir ərək sosial v ə em osional baca rıqların inkişafına xidmət edir . STEAM inteqr asiyası – elmi, texnoloji, mühəndislik, incəsənət və riy aziyyat sahə lərinin inteqrasi ya olunması i lə bilik və ba carıq ların kompleks şəkildə inkişaf etdirilməsinə yönəlmiş yanaşmadır. STEAM texnologiyaları tələbələrdə analitik, yara dıcı və tənqidi düşüncə bacarıqlarını inkişaf etdir ir, müxtəlif sahələr üzrə bi liklərin sintezini təmin edi r və təhsili real həyat pr oblem lər inə daha yaxın edir. İKT əsa slı fərdiləşdirilmi ş öyr ənmə – tələbənin fər di ehtiyac və qabiliyyətlərinə uyğunlaşdır ılmış rəqəmsal r esurs və vasi tə lərin tətbiqi ilə öyrənməni fərdiləşdir ən yanaşmadır. Bu metod tələbəyə öz sü r əti və öy rənmə üs lu buna uyğun bilik əldə etmək imkanı verir, müəllimə isə fər di ink işafı izləmək və tədrisi f ərdiləşdirmək üçün elmi əsaslı mə lumatlar t əqdim edir [13 , s.34]. Tədris texnologiyalarının əsas xüsusiy yəti onlar ın sist emli v ə nəticəyönümlü olmasıdır . Pedaqoji texnologiya müəllim fəaliyyətini struktur laşd ırır , tədris pr osesinin mərhələlərini konkretləşdirir , qiymətləndirmə mey arla rını müəyyən edir və tələb ə fəaliyyətini planlaşdı rıl mış nəticələrə yönəldir. Bu xüsusiyyətlə r müəllimə dərs pr osesini idarə etməkdə, tələbələrin fərdi inkişa fını izləməkdə və öyrənmə nəticələrini ölçm əkdə yardımçı olur . Texnolo ji istiqamətlərin nəzəri yanaş malarla inteqras iyası pedaqoji p rosesin effektivliyini daha da artır ır. Məsələn, hu manist nəzəri yanaşma oyun texnologiyaları ilə birləşdirildikdə tələbənin Proceedings of the 11th International Scienti fic Conference 146 motivasiyası, emosional cəhətdən rahat öyrənməsi və yaradıcılığı artır. Kognitiv yanaşma layihə əsaslı öy rənmə və İKT vasi tələri ilə bilikləri n məntiqi strukturunu möhkəmləndirir , tələbələ rin analitik və si stemli dü şünmə bacar ıqlarını inkişaf etdirir. Konstruktivist yanaşma STEAM və interaktiv texnologiyalar vasitəsilə so sial qarşılıqlı əlaqə və təcrüb ə əsasında öyrənməni təmin edir, tələbələrin praktik bilikləri for malaşdırır. Nəticədə, nəzəri və texnoloji istiqamətlərin sintezi tədrisin keyfiyyətini yük səldir , tələbə yönümlü, yaradıcı və effektiv öyr ənmə mühiti yaradır. Beləliklə, texnoloji ist iqa mətlər ped aqoji pr osesin idarəolunmasını təmin edən, n əz əri bilikləri praktikaya çevir ən və öyrə nmə mühitini interakt iv, məqsədyönlü və fər diləşdirilmiş edən kompleks vasitələr kimi çıxış edir. Bu yana şma müasir təhsil də t ələbə yönümlü, i nnovativ və nəticəyönümlü tədrisin qurulması na imkan verir. Tədris texnologiyalarının əsas xüsusiy yəti onlar ın sist emli v ə nəticəyönümlü olmasıdır . Pedaqoji texnologiya müəllim fəaliyyətini s trukturlaşdı rır, tədris prosesinin mər hələlərini k onkretləşdirir və qiymətləndirmə me yarları nı müəyy ən edir [5, s.27] . Onlar pe daqoji prosesin təsadüfi fəaliyyətlər toplusu kimi dey il, planlı və məqsədyönlü bir st ruktur kimi hə yata keçirilməsini təmin edir. Pedaqoji texnologiya müəllimi n f əaliyyətini str ukturlaşdırır, dərsin mərhələlərini k onkretləşdirir v ə hər mərhələdə yerinə y etiri ləcək fəaliyyətlərin ardıcıllı ğını müəyyən edir. Bu, müəllimin dərsi hazırlayarkən məqsəd və v əzifələri dəqiq müəyy ən etməsinə, istifadə olunacaq metod və vasi tələri seçməsinə, tələbələrin fəaliyyətini izləməsinə və n əzarət etməsinə imkan y ar adır. Eyni zamanda, qiymətləndirmə meyarlarının əvvəlcədən müəyyən ol unmas ı tədrisin səmərəliliyini ölçməyə və tələbələr in na iliyyətlərini obyektiv şəkildə qiymətləndirməyə şər ait yaradır. Tədris texnologiyaları vasitəsilə dərs prosesi daha nəti cəyönüml ü olur, tələbənin öyrənmə fəaliyyəti sist emli və ardıcıl şəkildə qurulur, öyrənmə nəticələrinin izlənməsi və təhlili asanlaşı r. Bu yanaşma həm müəllim, həm də təl əbə üçün pe daqoji prosesin səmərəliliyini artı rır, nəzə ri biliklərin pr aktik tətbiqini dəstəkləyir və ü mumilikdə tədrisi n keyfiyyətinin yüksəlməsini təmin edir . Be lə ki, pedaqoji texnologiyaların tətbiqi tədri s prosesini str ukturlaşdırılmış, planlı və məqsədyönlü hala gətirir, təhsil mühiti ni daha inter aktiv, idarəolunan v ə effektiv edir. Onlar həm müəllim, həm də tələ bə fəaliyyətini ə laqələndirir, təlimin mərhələlərin i ay dınlaşdı rır və peda qoji nəticələ rin ölçü lməsi üçün əsas yara dır, bu da müasir p edaqoji prosesin keyfiyyətini əhəmiyyətli dər əcədə artırır. Nəzəri və texnoloji ist iqamətlər ara sında qarşılıqlı asılılıq möv cuddur. Nəzəri baza pedaqoji fəaliyyətin ideya əsaslar ını formalaşdırır, texnoloji istiqamətlər isə həmin nəzəri pri nsiplərin praktik reallaşma vasitəsidir [ 6, s. 19] . Nəzəri və texnoloji ist iqamətlər arasında qarşılıqlı asılı lıq pedaqoji prosesin effektivliyini təmin ed ən əsas prinsiplərdən biridir. Nəzə ri baza pedaqoji fəaliyy ətin ideya və konseptual əsaslar ını formalaşdır ır, müəllimə dər sin məqsəd və vəzifələrini elmi prinsi plərə söykənərək planlaşdırmaq imkanı verir. Te x noloji istiqamətlər isə bu nəz ər i prinsiplərin praktikad a reallaşdır ılması üçün v asitə rolunu oynayır [6, s.19]. Y əni, nəzəri və texn oloji yanaş malar bir-birini tamamlayır: nəzər i yanaşmalar “nə üçü n” və “nəyi” öyr ətməyi mü əyyən edir sə, texnoloji yanaşmalar “necə” v ə “harada” öyr ətməni həyata keçirməyə imkan verir . Məsələn, konstru ktivist nəz əriyyə (J. Br uner, L. Vıqotski) əsasında qurulan təlimdə müəllim yalnız bilik ötürücüsü dey il, fasi litator rolunu oynayır. Bu yanaşma tələb ələr in akt iv iştir akını, problemləri analiz etməsini v ə bilikl ər i praktikada tətbiq etməsini nəzərdə tutur. Texnoloji baxımdan bu is ə interaktiv metodların seçilməsini, rəqəmsal platformalar da əməkdaşlıq v ə onlayn layihələrin həyata keçirilmə sini tələb edi r. Məsələn, b ir biologiya dərsində tələbələr müxtəlif labor ator eksperimentləri virtual simulyasiya pr oq ramları vasitəsilə yerinə yetirir və nəticələri interaktiv təqdimatlarda paylaşır lar. Bu, həm nəzəri biliklərin pr a ktik tə tbiqini t əmin edir, həm də texnoloji bacarıqlar ı inkişaf etdirir [9, s.58]. Digər b ir nümunə hu manist y anaşma ilə bağlıdır. Humanist nəzəriyyə (K. Rodjers, A. M aslow) tələbənin fərdi inkişafına və emosional ri fahına diqqət yetirir. Bu yanaşma oyun texnolo giyaları ilə birləşdir ildikdə tələbənin motivas iyası, yar adıcılığı və özünüifadəsi ar tır. M əsələn , dil dərslər ində oyun əsaslı platformalar vasitəsilə tələbələr yeni sözləri «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 147 və qra mmatika q aydalarını əyləncəli şəkildə öyr ənir, həmçinin ko manda işi və sosial qarşı lıqlı əlaqə bacarıqlar ını inkişaf etdirirlər. Digər bir nümunə humanist yanaşma ilə ba ğlıdır. Humanist nəzəriyyə (K. Rodjer s, A. Masl ow) tələbənin fərdi inkişafına v ə emosional rifahın a diqqət yetirir. Bu yanaşma oyun texnologiyaları ilə birləşdir ildikdə tələbənin motiv asiyası, yar adıcılığı və özünüifadəsi ar tır. Məsələ n, di l dər slərində oyun əsasl ı platformalar vasi təsilə tələbələr yeni sö zləri və qrammatika qaydalar ını əyləncəli şəkildə öyrənir, həmçinin komanda işi və sosial qarşılıqlı əlaqə bacar ıqlarını inkişaf etdi rirlər. Kognitiv yanaşma (J. Piaget , D. Ausubel) isə bilikləri n mə ntiqi struktur lar üzərində qu rulmasını əsa s götürür. Bu yanaşma tex noloji vasitələrlə bi rləşdi rildikdə layihə əsasl ı öyrənmə və İKT resursl arı vasitəsilə biliklərin s istemli və ar dıcıl şəkildə mənimsənilməsini təmin edir . Məsələn, r iyaziyyat dərsində təl əbələr onlayn interaktiv kalk ul yatorl ar v ə vizualizasiya p roqramları vasitəsilə kom pl eks problemləri həll edir, həll pr osesini həm müəllim, həm də sinif yold aşları ilə paylaşar aq biliklərin tətbiqini təhlil edir lər. STEAM inteqrasiyası isə elmi, texnoloji , mühəndislik, incəsənət və r iyaziyyat sahələrinin birləşdir ilməsi ilə tələbələrin ya radıcı və p raktik bacarıqlar ının inkişafına xidmət edir. Məsələn, bir mühəndislik dərsində tələb ələr r obototexnika l ayihəsi həyata keçirir, burada onlar fizika və riyaziyyat biliklərini tətbi q edir, texnologiya vasit əsilə pr ototiplər yaradır və nət i cələri təqdim edirlər. Bu, həm nəz əri b iliklərin pr aktiki tətbiqini təmin edir, həm də texnoloji va sitələr in istifadəsini ö yrədir. Pedaqoji prosesdə texnoloj i yanaşmanın aktuallığı müasir dövrdə daha da artı r. Müasir təhsil sist emi müəllimdən yalnız nəzəri bilikləri mənimsəməyi tə ləb etmi r; eyni zamanda texnoloji bacarıqlar ın yüksək s əviyyəd ə olmasını vacib edir. Tədris texnologiyaları tə limin planlaşdı rılması, həyata keçirilməsi və qiymətləndirilməsi mərhələlərini sistemlə şdir ir və dərs p r osesini a rdıcı l, məqsədyönlü və idar əoluna n edir [1, s.22]. R əq əmsal transfor masiya nəti cəsində təlimin məzmunu, forması və mühiti dəyişmiş, pedaqoji texnologiyalar öyrənmən in əsas hərəkətverici qüvvəsinə çevri lmişdir. Bu dəyişi klik təhsil siyasətində ənənəvi “öyr ətməkdən öyrənməyə” yanaşmanı “öyr ənməkdən öyr ənməyə” trans formasiya etmişd ir [3, s. 44]. M əsələn , onl ayn dərs lər, virtual labor atoriyalar, interaktiv testlər və r əqəmsal layihələr tələbələrə bilikləri aktiv şəkildə mənimsəməyə və tətbiq etməyə imkan verir . Beləliklə, nəzəri və texnoloji istiq amətlərin qarşı lıqlı inteqr asiyası pedaqo ji prosesin əsas təməlini təşkil edir. Onlar birlikdə işlədikdə dərsin məqsəd və nəticələrinə yönəlməs ini təmin edir, tələbələrin bilik, bacarıq və kompetensiyaları nın i nkişafını siste mli şə kildə dəstəkləyir. Həmçinin, inteqrasiya müəllim fəaliyyətini daha struktur laşdırılmış və idarəolunan edir, tələbələ ri n öyr ənmə prosesini interaktiv, fərdiləş dirilmiş və nəticəyönümlü hala gə tirir. Bu isə müasir ped aqoji prosesi n keyfiyyətini əhəmiyyətli də rəcədə yüksəldir və təhsildə inn ovativ yanaşmaların tətbiqinə zəmin yaradır . Pedaqoji pr osesdə texnoloji yanaşmanın aktuallı ğı müasir təhsilin əsas təl əblərindən biri dir və onun rolu gü nbəgün artı r. M üasir dövrdə təh sil yalnız nəz ər i bil iklərin ötür ülməsindən ibarət deyil; müəllimdən həm də texnoloji bacarıqların yüksək səviy yədə olması nı, dərs prosesini interaktiv və məqsədyönlü qurmağı tələb edir. Tədris texnologiyaları təlimin planlaşdırılması, həyata keçir ilməsi və qi ymətləndirilməsi mərhələlərini si stemləşdirir, mü əllim və tələbə fəaliyyətini ardıcı l, məqsədyönlü və idar əolunan hala gətir ir [1, s.22]. Rəqəmsal tr ansfo rmasiya nəticəsində təlimin m əzmunu , forması və mühiti kö klü şəkildə dəyişmişdir . Ənənəvi “öyrətməkdən öyrənməy ə” ya naşma ar tıq “öyrənməkdən öyrənməyə” çevrilir , yəni tələbələr pa siv bilik q əbul edən deyil, öyrənmə pr osesinin fəal iştir akçı la r ı kimi çı xış edirlər [3 , s.44]. Məsələn, kimya dər slərində tələbələr artıq laborator ek sp erimentləri yalnız nəzəri olaraq öyrənmirlər, əksi nə, virtual labor atoriya pr oqramları vasitəsilə eksperimentləri real vaxt rejimində simulyasiya edir , nəticələri təh lil edir v ə həm müəllim, həm də digər tələbələrlə paylaşırlar . Bu yanaşma tələbələrin bilikləri praktik olaraq tətbiq etməsinə imkan verir və eyni Proceedings of the 11th International Scienti fic Conference 148 zamanda texnol oji sa vadlılıqlarını artır ır. Texnoloji yana şmalar pedaqoji pr o sesdə fər diləşdirilmiş öyrənməni mümk ün e dir. Məsələn, r iyaziyyat dərslərind ə int eraktiv proqramlar tələbəyə f ərdi problemlər təqdim edir, təl əbənin ca vablarını r eal vaxt rejimində qiymətləndirir və əlavə izahlarla dəstək verir. Bu, həm fərdi öyrənmənin, həm də müəllim tərəfindən n əzarətin effektivliyini artır ır. Həmçinin tələbələr ar asında əməkdaşlıq və sosial qarşı lıqlı əlaqəni gücl ən dirir . Onlayn layihələr, interaktiv seminarlar, diskussiya platfor maları tələ bələrin k omanda işinə qoşulmasını təmin edir və praktik biliklər in kollektiv şəkildə mənimsənilməsinə şər ait yaradır. Bi liklərin sosial kontekstdə mənimsənilməsini təmin edi r və kommunikasiya baca rıqla rını inkişa f etdirir. Eyni zamanda, texnoloji yanaşm alar pe daqoji prosesi n effektivliyini ar tırmaqla yanaşı, müəllimlərin peşəkar inkişafına da xidmət edir. M üasir müəllim yalnız nəzəri biliklərə deyil, həm də texnoloji vasitələrdən istifadə bacarı ğına malik olma lıdır . O nlayn tədris platformaları, interaktiv simulyasiya pr oqramları, oyun texnologiyaları və layihə əsaslı öyr ənmə resurslar ı müəllimə dərsi daha interaktiv və tələbə yönümlü şəkildə təşkil etməyə imkan verir . Azərbaycan Respublikasının “Tə hsi l St rateg iyası”nda qeyd olunur ki, təhsil müəssisəl ə rində innovativ və info rma siya tex nologiyalarına əsaslanan təlim formal a r ının tə tbiqi müasir tədr isin əsas şərtidir [4, s.11] . Bu yanaşma yalnız texnologiyal arın dər s prosesinə əlavə edilməsi demək deyil, eyni zamanda pedaqoji fəaliyyətin str uktur laşdırılması, tədrisin məqsədyönlü və nət icəyönümlü qurulması, tələbələrin öyrənmə fəaliyyətində aktiv r ol alması kimi əsas prinsipləri də əhatə ed ir. Müasir təhsil si stemində öy rənmə pr osesi daha dinamik, interaktiv və fərdiləşdir ilmiş xarakter al ır, bu isə texnologiy aların pedaqoji prosesdə effektiv tət biqini labüd edir. İnterak tiv və r əqəmsal texnologiy aların rolu pedaqoji pr osesdə əvəzsizdir. İnteraktiv təlim mühitində öyr ənənlər yalnız bilik qəbul edən kimi deyil, dərsin aktiv iştir akçılarına çevrilir lər. Bu yanaşmada müəllim ə nənəvi “bilik ötür ücü” rolundan çı xaraq öyrənmə prosesinin tə şkilatçısına çevrilir , tə ləbələrin bilikləri tədqiq etməsinə, təhlil etməsinə və tətbiq etm əsinə şər ait yaradır [6, s.23]. İnteraktiv mühit tələbələrə sə rbəst düşünmək, öz fikir lərini formalaşdırmaq və digər iştirakçı larla müzakirə aparmaq imkanları ver ir. Belə mühit öyrənənlərin təşəbbüskarlığını, yaradıcı yanaşmasını və əməkdaşlıq bacarıqlar ını inkişaf etdirir . Bu yanaşm a həmçinin tən qidi düşüncə və qərar qəbuletmə bacarıqlarının formalaşmasına şərait yaradır, çünki təl əbələr öy rəndikləri məlumatları r eal problemlərlə əlaqələndirər ək tətbiq edirlər. Təcrübə göstər ir ki, interaktiv oyunlar, r əqəmsal tapşır ıqlar, virtual laboratoriyalar v ə vizual resurs ların isti fadəsi tələbələrin motivasiy asını əhəmiyyətli dər əcədə a rtı rır. M əsələn, tədr is prosesində Kahoot, Wor dwall, Quizizz və GeoGebra kimi platforma ların tətb iqi ilə təl əbələr dərslərdə daha fəal işti rak edir, riyazi və məntiqi düşüncə lərini praktik ol araq inkişaf etdir irlər [7, s.37 ; 8, s.51]. Bu platformalar vasitəsilə tələbələr öz bilikl ərini dərhal yoxlaya, səhvlər ini düzəldə və nəticələri müəll imlə paylaşa bilirlər. Nəticədə öyr ənməyə mar aq və motivasiya yüksə lir, dərslərin interakt ivliyi və əyləncəli xa rakteri təmin edilir. Bun dan əlavə, interaktiv tapşır ıqla r tələbələrin özünü qi ymətləndirmə və özünüi nkişaf bacarıqlarını da inkişaf etdirir, çünki onlar hər mərhələdə öz performansını müşa hidə edə və düzəlişlər edə bilirlər . Rəqəmsal texnologiyalar həmçinin təd ris prosesinin fər diləşdirilməsinə imkan verir. Müasir platformalar tələbələrin f ərdi öyrənmə sürətinə və qabiliyyətlərinə uy ğun tapşırıqlar təqdim ed ir, onların öyrənmə tempini izləyir və hər bir tələbəyə uyğun dəstək veri r [10, s.26]. Məsələn, riyaziyyat dər slərində Ge oGebra pr oqramı vasitəsilə tələbələr həm vizu al, həm də i nteraktiv formada məsələl əri həll edir, hər bir tələbə öz sü rətinə uyğun olaraq tapşırıqları yerinə yetirir . Eyni zamanda, müəllim platfor ma vasitəsil ə tələbəl ərin per formansını real vaxt rejimində izləyə bilir və lazım gəldikdə fər di müd axilə edə bilir. Bu yanaşma tələbələrə öyrən məni öz təcrübələrinə və maraqlar ına u yğunlaşdırmaq imkanı veri r və eyni zamanda müəllim üç ün dərsi idar ə etmə prosesini daha səmə rəli edir. İnteraktiv texnologiyala r öyrənmə prose sini həm də təcrübə və praktik a əsaslı edir. Virtual laborator iyalar, si mulyasiya pr oqramları və interaktiv sınaqlar tələbələrin bilikləri real «Foundations a nd Trends in Moder n Learning» (November 27-28, 2025). Berlin, Ger many 149 situasi yalarda tət b iq etməsinə imkan ver ir. Məsələn, bi ologiya dərslər ində tələbələr virtual eksperimentlər vasi təsilə hüc eyrə bölün məsini və g enetik prosesl əri izləyə, nət icə ləri an aliz ed ə və qruplar üzrə t əqdimat hazırlaya bilirlər. Kimya dərslərində i sə tələbələr təhlükəsiz vir tual mühitdə reaksiyaları həyata keçirir, müşahidələr a parır və nəticələr i hesabatlarda təqdim edirlər. Bu yanaşma nəzəri bi likləri pr aktik fəa liyyə tlə birləşdirir, təl əbələrin öyrənmə pr osesində aktiv iştirakını tə min edir və kritik düşüncə bacar ıqlarını inkişaf etdirir. Rəqəmsal texnol ogiyaların tətbiqi həmçinin kom munikasiya və əm əkdaşlı q bacarıqlar ının inkişafına xidmət ed ir. Tələbələr on layn platfo rmalarda qrup işl əri hə yata keçirir, layihələr hazırlayır, məl umatları p aylaşır və bir-biri ilə müzak irələr aparırlar. Bu , onların kollektiv f əaliyyət bacarıqlar ını, liderlik və məsuliyyət hissi ni gücləndirir. Məsələn, tar ix dərslərində rəqəmsal xəritələr və interaktiv pr ezentasiyalar va sitəsilə tələbələr tarixi hadisələri təhlil edir , nəticələr i paylaşır v ə dərsin sonunda virtual müzakirələrdə işti rak edi rlər. Eyni zamanda, bu texnologiyalar tələbələrə qlobal məlumat mən bələrinə çıxış imkan ı verir , onlar müxtəlif ölkələrdən olan tələbələrlə fikir m übadiləsi apar araq analitik və tənqidi düşüncə bacarıqlarını genişləndirir lər. İnteraktiv təlim mühitində öyr ənənlər tədris prosesinin aktiv iştirakçılarına çevrilir. Müəllim informasiya mənbəyi dey il, öyrənmə prosesinin tə şk ilatçısı, idarəedicisi və motivator u funksiyasını daşıyır [6, s.23] . Bu y anaşma tələbələrin öz bilik və bacarıqlarını praktik şək ildə sınamala rına, problem hə ll etmə qabi liyyətlərini inkişa f etdirmələrinə və tədr is pr osesinə daha dərindən cəlb olunmalarına ş ərait yaradır. İnteraktiv oyunlar, rəqəmsal tapşı rıql ar və vizual r esurslar ın istifadəsi tələbələrin motivasiyasını 40%-ə qəd ər ar tırır [8, s . 51] . İnteraktiv və vizual vasitələr öyr ənilən məlumatın daha yaxşı mənimsənilməsinə və yadda qalmasına k ömək edir , çü nki onlar ö yrənməni yalnız dinləməyə əsaslanmayan, həm də vizual və pr aktik komponentlərlə z ənginləşdir ilmiş bir fəal iyyətə çevirir. M üasir r əqəmsal platformalar və tətbiqlər, məsələn, Kahoot, Wordwall, Ge oGebra kimi vasitələr, riyazi və məntiqi düşüncənin inkişafında geniş istifadə olunur [7, s.37]. Kahoot kimi oyunlaşdırılmı ş öyr ənmə platformal arı, sual-cavab for matında interaktiv oy u nlar təqdim edərək, tələbələr ar asında sağlam rəqabət və əm əkdaşl ıq müh itini təşv iq edir. Wordwall vasitəsi ilə müəllimlər fər qli ta pşırıqlar və oyunlar hazır layaraq öyr ənmə pros esini daha dinamik və maraqlı edə bilər lər. Geo Gebra isə r iyaziyyat v ə təbiət elmlərində vizu al modellər yaratmağa imkan verərək, mür əkkəb anlayışların asa n qavranılmasına dəstək olur. Bundan əlavə, r əqəmsal texnologiyalar tədris prosesini fər diləşdirməyə və hər bir öyrənənin öz f ərdi tempinə uyğun şəkildə öy rənməsinə imkan verir [10, s.26]. Bu yanaşma tələbələrin öz gü clü tərəflərini kəşf et mələrinə, zəif sahələrini isə daha çox məşq və r esurslarla gücləndirmələrinə şə rait yar adır. Eyni zamanda, müəllimlər r əqəmsal platformalar vasitəsilə öyrənənlərin nailiyyətlər ini real vaxtda izləyə, onlar ın inkişafını qiymətləndirə və individual tövsiyələr verə bi li rlər. Belə t exnologiyaların tətbiqi yalnız tədr is prosesini daha cə lbedici və maraqlı etməklə kifayətl ənmir, həm də tələbələrin analitik düşüncə, problem həll etmə və özünüidarəetmə baca rıqlarını əhəmiyyətli d ər əcədə inkişaf etdirir . Müasir təhsil mühiti ndə bu texnologiyaların ist ifadəsi tələbələrin öyr ənmə prosesinə daha fəal və məqsədyönlü ş əkildə cə lb olunmalarını t əmin edən vacib amil hesab o lunur. Nəzəri və texnoloji ist iqamətlərin pe daqoji prosesə inteqrasiyası müasir təhsil sist emində əsas məsələ hesab olunur. Bu inteqrasi ya yalnız bilikləri n ötürülməsi ilə məhdudlaşmır , həm də öyrənənin tədris proses ində fəal işt irakını təmin ed ən bir mexanizm yar adır. Bu məqsədlə aşağı dakı mərhələli pedaqoji model təklif olunur [11, s.63], hansı ki, tədris prosesini str ukturlaşdır ır, öyrənmə fəaliyyətini ardıcıl və məqsədyönlü edir . Bu model tədris prosesini strukturlaşd ırılmış və ardıcıl şə kildə təşkil etməyə imkan verir , öyrənən lərin fəallığını ar tırır və bil iklərin praktik istifadəsini təmin ed ir. - M otivasi ya mər hələsi öyr ənənlərin tədris pr osesinə marağını oyatmaq və onları öyrənməyə hazırlamaq üçü n nəzərdə tutulmuş dur. Bu mə rhələdə müəllim müxt əlif interakti v strategiy alardan [Document text truncated for crawler view.]