XXIV international scientific conference. London. Great Britain. 04-05.12.2025

CHALLENGES AND PROBLEMS OF MODERN SCIENCE Proceedings of the XXIV International Scientific and Practical Conference 4-5 December 2025 London, United Kingdom 2025 UDC 001.1 BBC 1 XXIV International Scientific and Practical Conference «Challenges and problems of modern science», December 4-5, 2025, London, United Kingdom. 211 p. ISBN 978-92-44514-79-5 DOI https://doi.org/10.5281/zenodo.17903409 Publisher: «World of Conferences» Main organization: Editor: Tarmo Vesik Layout: Asko Laar The conference materials are in the public domain under the CC BY-NC 4.0 International license. The publisher is not responsible for the materials published in the collection. All materials are provided in the author's edition and express the personal position of the participant of the conference. The sample of the citation for publication is: Yaqubov N.I., Jafarov Y.I., Zalova R.M. STRUCTURAL PROPERTIES OF GERMANIUM (II) SELENIDE // Challenges and problems of modern science. Proceedings of the XXIV International Scientific and Practical Conference. London, United Kingdom. 2025. Pp. 24. URL: https://conference-w.com/ Contact information Website: https://conference-w.com/ E-mail: [email protected] Content Biological sciences Blyalova Zhanerke Zhakanovna, Erniyazova Bibizhan Bakytzhanovna, Blyalova Meruert Zhakanovna, Orakbay Sayat Boribayuly, Baranova Valeria Sergeevna, Drob Kira Vasilievna, Esova Nargiz Almasovna, Polnikov Evgeniy Yuryevich THE FIRST CREATION OF INSECT HOTELS IN CENTRAL ASIA: THE EXPERIENCE OF E.A. BUKETOV KARAGANDA NATIONAL RESEARCH UNIVERSITY 6 S.S. Qodirova ANALYSIS OF OIL CONTENT OF FOREIGN COLLECTION SAMPLES OF LATHYRUS SATIVUS L. SPECIES 10 Economic sciences Habib Zeynalov, Gunel Alizada, Saadat Jafarova THE IMPACT OF INTERNATIONAL APPROACHES ON THE DEVELOPMENT OF RURAL TOURISM IN THE NAKHCHIVAN AUTONOMOUS REPUBLIC 12 Liu Yong, Doszhan Raigul THE PROCEDURAL FOUNDATIONS OF EMPLOYEE PERFORMANCE EVALUATION IN ORGANIZATIONAL MANAGEMENT 17 Tural Mammadzada FINANCIAL MECHANISMS OF SUSTAINABLE ECONOMIC DEVELOPMENT MODERN TRENDS AND CURRENT CHALLENGES IN THE CASE OF AZERBAIJAN 21 Wang Lin, Koshkina Olga BUSINESS PROCESS DIGITALIZATION: STRATEGIC OPPORTUNITIES, CRITICAL CHALLENGES, AND MANAGERIAL IMPLICATIONS IN THE MODERN DIGITAL ECONOMY 23 Wei Zhongkui, Moldabekova Aisulu DRIVING DIGITAL TRANSFORMATION IN THE PUBLIC SECTOR 26 Yan Yuxin, Tazhieva Samal LEADING TEAMS THROUGH TURBULENCE: STRATEGIC PRINCIPLES FOR OPERATIONAL EFFECTIVENESS IN DIFFICULT TIMES 31 Elshad Yusifov, Khayyam Ibrahimov THE ROLE OF ARTIFICIAL INTELLIGENCE IN STAFF MANAGEMENT IN ENTERPRISES 35 Zhang Xingang, Koshkina Olga Valentinovna THE ROLE OF CORPORATE CULTURE IN DRIVING ORGANIZATIONAL PERFORMANCE: AN EMPIRICAL AND METHODOLOGICAL INVESTIGATION 38 Zheng Dongdong, Ashirbekova Laura DIGITALIZING STRATEGIC MANAGEMENT: METHODOLOGICAL FRAMEWORKS, TECHNOLOGICAL SOLUTIONS, AND IMPLEMENTATION PRACTICES 42 Jurisprudence Gulu Jafarova CIRCUMSTANCES EXCLUDING CRIMINAL LIABILITY IN INTERNATIONAL CRIMINAL LAW: NECESSITY, CALAMITY, SELF-DEFENSE, AND MENTAL INCAPACITY 45 Mitasheva Leila, Aizhan Satayeva GENDER EMPLOYMENT GAP: CHALLENGES FOR KAZAKHSTAN 50 Mathematical sciences Umbetbekov A.T., Mazhit Zh.B., Rustemova K.Zh., Abdimanapova P.B. THE IMPACT OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES ON THE IMPROVEMENT OF MATHEMATICAL STATISTICS METHODS 53 Medical sciences Abramov A.A. PREDICTIVE MODELING OF DEVELOPMENT PRIMARY OPEN-ANGLE GLAUCOMA 55 Abramov A.A., Yablokov M.M., Kurzin M.L. FORECASTING STRUCTURAL CHANGES IN PRIMARY OPEN-ANGLE GLAUCOMA 57 Shokhrukh Ziyavaddinov MRI PREDICTORS OF POOR OUTCOMES IN SPONDYLITIS 59 Arman Khozhayev, Murat Kaibarov, Nina Sloneva LARYNGEAL CANCER: THE CURRENT STATE OF THE ISSUE 62 Pedagogical sciences Bazarova Dinara Askarovna, Mirkenova Gulmira Kubenovna, Oryntayeva Nazerke Yedilevna, Seitimbetova Saltanat THE RELEVANCE OF THE STUDY OF THE THEORY OF INDIRECT COMMUNICATION IN LINGUISTIC SCIENCE 71 Damir Kamilla Yerbolatkyzy, Kondybaeva Raushan Zhumakerimovna ENHANCING LEXICAL COMPETENCE THROUGH AUTHENTIC AUDIO MATERIALS IN EFL CLASSROOMS 76 Kunakpay Malike Gosmankyzy, Ibrayeva Zhanar Kulmatovna THE ROLE OF COGNITIVE LINGUISTICS IN DEVELOPING ORAL FLUENCY AMONG UNIVERSITY LEARNERS 80 Rashida Hagigatli THE IMPACT OF AFFECTIVE FACTORS AND POWER DISTANCE ON SPEAKING FLUENCY IN AZERBAIJANI ESL CLASSROOMS 84 Sabet Yeldana Yerlankyzy, Shaikenova Lyazzat Maratovna INTEGRATING CRITICAL THINKING TASKS INTO ENGLISH LANGUAGE TEACHING: PRACTICAL APPROACHES AND CHALLENGES 95 Shakirov Dinmukhambet Erkinuly, Ospanova Bikesh Revovna DIGITAL TECHNOLOGIES IN STUDENTS’ LIVES: HABITUATION, PERCEPTION, AND INTEGRATION 100 Philological sciences Bakhtiyarova Arailym Aidynkyzy, Kondybaeva Raushan Zhumakerimovna CHALLENGES AND OPPORTUNITIES IN MODERN FOREIGN LANGUAGE TEACHING METHODS 104 Chobanov (Borchali) Mushfig THE ROLE OF MADAD CHOBANOV AND LEYLA ERADZE IN THE DEVELOPMENT OF AZERBAIJAN-GEORGIAN LITERARY RELATIONS 111 Saadat Tapdıq Nuriyeva ENHANCING MEMORY AND COMMUNICATION THROUGH COMPARATIVE TEXT READING: A TEXT-BASED APPROACH TO TEACHING ENGLISH TENSE FORMS 134 Hamidova Tovus Arshad THE USE OF PASSIVE STRUCTURES IN SCIENTIFIC ENGLISH 139 Zayra Zhumadilova “BLESSED KNOWLEDGE” BY ZHUSUP BALASAGYN AS AN ARTISTIC--PHILOSOPHICAL WORK 141 Physical sciences Antonov Alexander Alexandrovich DARK MATTER AND DARK ENERGY ARE MUTUALLY INVISIBLE UNIVERSES AND ANTI-UNIVERSES OF THE HIDDEN MULTIVERSE 147 Mansurova Lala Azad THE ROLE OF GRAPHICAL PROBLEMS IN THE FORMATION OF PHYSICAL CONCEPTS IN THE PROCESS OF TEACHING PHYSICS IN GENERAL SECONDARY SCHOOLS 165 Political sciences Sokol Lleshi CONTINUOUS MODERNITY IN EAST CENTRAL EUROPE AFTER COMMUNISM 168 Vasila Mohsumova THE INTERDEPENDENCE BETWEEN PUBLIC GOVERNANCE AND ECONOMIC DEVELOPMENT IN DEVELOPING COUNTRIES IN THE CONTEXT OF GLOBAL TRANSFORMATIONS 175 Sociological sciences Sokolianska Tetiana Olehivna, Antonenko Svitlana Valentynivna SOCIAL INTERACTION AND GAMIFICATION AS TOOLS FOR SUPPORTING VOLUNTEER ACTIVITIES: THE CONCEPT OF THE HELPHUB MOBILE APPLICATION 178 Technical sciences Suleymanov Tahir Suleyman, Abbasov Sakit Hasan ANALYTICAL EVALUATION OF ELASTIC ENERGY FOR VISCOUS FLUIDS 183 Korovin Danyil Dmytrovych, Bozhuha Liliia Mykolaivna OPTIMIZATION OF PROMPTS FOR SOFTWARE CODE GENERATION USING GENETIC ALGORITHMS 186 Khosiyat Kamilova INSTITUTIONAL ECOSYSTEM AND NATIONAL STRUCTURE FOR REMOTE SENSING AND EARTH OBSERVATION IN UZBEKISTAN 189 Kulumbet Yesen, Rymbekov Olzhas, Bekmagambetova Laura OPTIMIZING CARGO TRANSPORTATION THROUGH CONTAINER TERMINALS IN KAZAKHSTAN 195 Pavel Lukoyanov, Marlen Amanbayev, Pernesh Zhanerke, Dautov Alisher, Aigul Mimenbayeva, Pugashbek Torekhan EFFICIENT LARGE-SCALE FACE RECOGNITION USING PRETRAINED EMBEDDINGS AND VECTOR SEARCH 199 Pernesh Zhanerke, Dautov Alisher, Pavel Lukoyanov, Marlen Amanbayev, Aigul Mimenbayeva, Pugashbek Torekhan MACHINE LEARNING-BASED MULTI‑CROP YIELD FORECASTING IN NORTH KAZAKHSTAN USING REMOTE SENSING AND CLIMATE DATA 206 XXIV international scientific conference. London. Great Britain. 04-05.12.2025 6 Biological sciences THE FIRST CREATION OF INSECT HOTELS IN CENTRAL ASIA: THE EXPERIENCE OF E.A. BUKETOV KARAGANDA NATIONAL RESEARCH UNIVERSITY Blyalova Zhanerke Zhakanovna, Master of Natural Sciences, senior lecturer Karagandy National Research University named after Academician E. A. Buketov Erniyazova Bibizhan Bakytzhanovna, Master of Natural Sciences, senior lecturer Karagandy National Research University named after Academician E. A. Buketov Blyalova Meruert Zhakanovna Master of Natural Sciences, lecturer Karaganda Medical University Orakbay Sayat Boribayuly, 4nd-year student of the Educational Program 6B01509 – Biology, Karagandy National Research University named after Academician E. A. Buketov Baranova Valeria Sergeevna, 2nd-year student of the Educational Program 6B05101 – Biology, Karagandy National Research University named after Academician E. A. Buketov Drob Kira Vasilievna, 2nd-year student of the Educational Program 6B05101 – Biology, Karagandy National Research University named after Academician E. A. Buketov Esova Nargiz Almasovna 2nd-year student of the Educational Program 6B05101 – Biology, Karagandy National Research University named after Academician E. A. Buketov Polnikov Evgeniy Yuryevich, 2nd-year student of the Educational Program 6B05101 – Biology, Karagandy National Research University named after Academician E. A. Buketov ПЕРВОЕ СОЗДАНИЕ ОТЕЛЕЙ ДЛЯ НАСЕКОМЫХ В ЦЕНТРАЛЬНОЙ АЗИИ: ОПЫТ КАРАГАНДИНСКОГО НАЦИОНАЛЬНОГО ИССЛЕДОВАТЕЛЬСКОГО УНИВЕРСИТЕТА ИМ. Е.А. БУКЕТОВА Блялова Жанерке Жакановна, магистр естественных наук, старший преподаватель Карагандинский национальный исследовательский университет им. Е.А. Букетова Ерниязова Бибижан Бакытжановна магистр естественных наук, старший преподаватель Карагандинский национальный исследовательский университет им. Е. А. Букетова Блялова Меруерт Жакановна магистр естественных наук, преподаватель Карагандинский медицинский университет Орақбай Саят Бөрібайұлы студент 4 курса образовательной программы 6B01509 – Биология, Карагандинский национальный исследовательский университет им. Е. А. Букетова Баранова Валерия Сергеевна студентка 2 курса образовательной программы 6B05101 – Биология, Карагандинский национальный исследовательский университет им. Е. А. Букетова Дроб Кира Васильевна, студентка 2 курса образовательной программы 6B05101 – Биология, Карагандинский национальный исследовательский университет им. Е. А. Букетова Есова Наргиз Алмасовна, студентка 2 курса образовательной программы 6B05101 – Биология, Карагандинский национальный исследовательский университет им. Е. А. Букетова XXIV international scientific conference. London. Great Britain. 04-05.12.2025 7 Польников Евгений Юрьевич, студент 2 курса образовательной программы 6B05101 – Биология, Карагандинский национальный исследовательский университет им. Е. А. Букетова В условиях глобального сокращения численности опылителей и других полезных насекомых особенно остро возрастает необходимость создания искусственных сооружений, способствующих поддержанию их природных популяций. Одним из наиболее эффективных подходов является установка отелей для насекомых — специальных конструкций, обеспечивающих укрытие и места гнездования для одиночных пчёл, ос, жуков, бабочек и других представителей энтомофауны. Если в странах Европы и Северной Америки инсектоотели давно стали частью природоохранных, исследовательских и образовательных программ, то в Центральной Азии подобные сооружения ранее отсутствовали, а их потенциальная роль для местных экосистем не изучалась. Осознавая важность внедрения современных природоохранных практик в образовательную среду, рабочая группа биолого-географического факультета Карагандинского национального исследовательского университета имени Е.А. Букетова инициировала проект по созданию первых инсектоотелей в регионе. Особое внимание в проекте было уделено интеграции этой инициативы в учебную и полевую практику студентов. Бакалавры и магистранты, проходившие практику на кафедре зоологии, были непосредственно вовлечены в разработку дизайна и конструкции домиков для насекомых. В рамках практики студенты использовали современные ИИ-технологии (например, генеративные модели визуального дизайна) для создания предварительных эскизов и вариантов архитектурных решений. Это позволило быстро оценивать разные концепции, адаптировать их к биологическим требованиям различных групп энтомофауны и выбирать наиболее функциональные и экологичные варианты. Кроме того, практиканты занимались подбором материалов, сборкой конструкций и их установкой на территории факультета (Рисунок 1). Такой формат работы дал студентам возможность сочетать цифровые технологии с реальными полевыми навыками, применить теоретические знания на практике и напрямую участвовать в природоохранной деятельности, направленной на сохранение местного биоразнообразия. (Рисунок 1). Рисунок 1. Работа исследовательской группы над созданием домиков Так появился Buketov Insect Village — комплекс деревянных конструкций, размещённых рядом с декоративными посадками и цветниками биолого-географического факультета. Эти домики стали новым пристанищем для разнообразных насекомых. В их конструкции использованы полые стебли растений, куски древесины с отверстиями, сосновые шишки и кора деревьев — всё это создаёт благоприятные условия для гнездования пчёл-одиночек, зимовки божьих коровок, укрытия уховёрток, окукливания бабочек и других полезных представителей энтомофауны. Отели были установлены на солнечных, защищённых от ветра участках университетской территории. Высота размещения варьировала от 1 до 2 метров (Рисунок 2). Все конструкции закреплялись на устойчивых опорах, преимущественно с ориентацией на юг и юго-восток, что обеспечивает оптимальный тепловой режим и благоприятные условия для активности насекомых [1,2]. Материалы тщательно подбирались и обрабатывались для повышения долговечности сооружений и обеспечения безопасности для насекомых. Использование природных компонентов позволяет насекомым находить убежище в любое время года: летом отверстия в древесине служат местами для откладки яиц и выращивания потомства, а зимой пространства между шишками и корой превращаются в надёжный зимний приют. Разлагающаяся древесина становится источником влаги и питательных веществ, а расположение домиков рядом с цветочными насаждениями обеспечивает постоянный доступ XXIV international scientific conference. London. Great Britain. 04-05.12.2025 8 к нектару и пыльце. Инсектоотели способствуют сохранению и увеличению численности опылителей, поддерживают локальное биоразнообразие и превращают университетский кампус в важную биодонорскую зону для всего города. Конструкции предоставляют возможность наблюдать процесс заселения насекомых, оценивать экологическое состояние территории и применять современные технологии, включая алгоритмы искусственного интеллекта, для анализа собранных данных [3-6]. Рисунок 2. Отели для насекомых – Buketov Insect Village XXIV international scientific conference. London. Great Britain. 04-05.12.2025 15 • Stimulation of local production: Offering agricultural products to tourists [4]. • Development of the service sector: Improvement of guesthouses, camping sites, and local restaurant and café services (2). Modernization of infrastructure is one of the key conditions for the development of rural tourism. In recent years, the construction of modern road networks and the expansion of internet connectivity in rural areas have facilitated an increase in tourist flow. The asphalting of inter-village roads allows tourists to reach villages more comfortably (1). For the development of rural tourism, it is essential to implement the following infrastructure measures: • Road infrastructure: Renovation of roads leading to tourist-attracting villages and installation of route signage (20). • Guesthouses and tourism facilities: Implementation of support programs to help local residents convert their homes into tourism facilities (13). MODERN INNOVATIONS IN RURAL TOURISM ➢ Digital Tourism Platform: A mobile application and website should be created to deliver rural tourism services to a wider audience. The platform should provide interactive maps, online booking and payment options, virtual tours (VR), and online sales of local products. This facilitates tourists’ trip planning and promotes the village’s tourism potential to a broader audience. ➢ Smart Management System: Real-time data dashboards and interactive kiosks should be implemented to efficiently organize tourism services in the village. Providing weather, road, and tourism information through a mobile application ensures the safe and convenient movement of tourists. ➢ Blockchain Technology: The use of blockchain is recommended to enhance the security of bookings and payments and to preserve tourist reviews in an immutable format. This also supports the continuous monitoring of service quality. ➢ Digitalization of Village Products: Unique village products and experiences can be offered in NFT format. This enables digital certification of products, the sale of cultural elements, and provides an additional source of income for local residents (e.g., “Ordubad Jams,” “Shahbuz Honey”). ➢ Promotion Using Drone Technology: It is possible to showcase the village’s natural and tourism assets through aerial footage, enable visual monitoring of routes, and create attractive presentations for tourists.. ➢ AI-Based Guide: AI systems that suggest personalized routes and activities according to tourists’ interests enhance service quality and increase tourist satisfaction.. ➢ Green Technologies: Renewable energy sources (solar and wind) and waste management systems should be implemented in the village to reduce ecological footprints. ➢ Area-Based Implementers Model: As recommended by UNWTO, training local families, organizing village product fairs, and conducting folklore and culinary workshops ensure their direct involvement in tourism activities (9). These approaches ensure the development of Nakhchivan’s rural tourism in line with modern requirements, enhance its socio-economic benefits, and strengthen the region’s competitiveness in the tourism sector. Conclusion The study shows that international approaches play a significant role in the development of rural tourism in the Nakhchivan Autonomous Republic. When the region’s rich natural and cultural resources, favorable geographical location, and the potential for involving local communities in tourism activities are combined with international practices, sustainable and continuous development of rural tourism can be achieved. It can be noted that the implementation of international standards—modernizing tourism infrastructure, implementing digital marketing strategies, preserving ecological balance, and ensuring active participation of local communities—increases the competitiveness of rural tourism and contributes to the region’s economic development. Moreover, the development of rural tourism in Nakhchivan not only increases economic income but also provides significant opportunities for the preservation of cultural heritage, strengthening social ties, and promoting the region in the international tourism arena. In conclusion, the adaptation of international approaches and their alignment with local conditions is considered a key factor for the strategic development of rural tourism in Nakhchivan. This, in the long term, enables the region’s socio-economic sustainability and creates a competitive advantage in the tourism sector. References 1. Azertag.az. (2023). Naxçıvanda kənd turizminin inkişafı üçün yeni imkanlar. Retrieved from https://azertag.az/xeber/ XXIV international scientific conference. London. Great Britain. 04-05.12.2025 16 2. Azərbaycan Respublikası İqtisadiyyat Nazirliyi. (2024). Regional inkişaf və turizm siyasəti. Bakı: Nazirlik Nəşriyyatı. 3. Azərbaycan Turizm Agentliyi. (2025). Naxçıvan Muxtar Respublikasında turizm potensialının inkişafı. Retrieved from https://azerbaijan.travel 4. Azərbaycan Turizm İnstitutu. (2023). Ekoturizm və kənd turizmi strategiyaları. Bakı: Turizm Nəşriyyatı. 5. Azərbaycan Respublikasında Kənd Turizminin İnkişaf Perspektivləri. (2024). Naxçıvan Dövlət Universiteti Elmi Məqalələr Toplusu, Bakı: Elm Nəşriyyatı. 6. Cabbarov, Ə. X. (2017). Turizm marşrutları və ekskursiya işinin təşkili. Bakı: Naxçıvan Universiteti Nəşriyyatı, səh 111-117. 7. Documents & Reports – World Bank. (2022). Smart villages in Azerbaijan. Washington, DC: The World Bank. 8. Dövlət Statistika Komitəsi. (2024). Naxçıvan Muxtar Respublikasının sosial-iqtisadi inkişafı. Bakı: Statistika Nəşriyyatı. 9. Dövlət Turizm Agentliyi. (2025). Kənd turizminin iqtisadi və sosial əhəmiyyəti. Bakı: Turizm İnkişaf Mərkəzi. 10. European Commission. (2020). LEADER programme and rural development. Retrieved from https://ec.europa.eu 11. Georgian Tourism Board. (2023). Taste of Georgia: CBT strategy for rural areas. Tbilisi, Georgia. 12. GIZ. (2022). Community-based tourism manual. Bonn: Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ). 13. İqtisadi və Sosial İnkişafda Kənd Turizminin Rolu. (2023). Azərbaycan Milli Elmlər Akademiyası İqtisadiyyat İnstitutu, Bakı: AMEA Nəşriyyatı. 14. Japan Tourism Agency. (2020). Satoyama: Harmony between people and nature. Retrieved from https://japan.travel 15. Kükü kəndi və turizm imkanları. (2024). Şahbuz Rayon İcra Hakimiyyəti. Rəsmi Məruzə. 16. Ministry of Culture and Tourism of Nakhchivan AR. (2024). Naxçıvan kənd turizminin inkişaf potensialı üzrə hesabat. Naxçıvan. 17. Naxçıvan Muxtar Respublikası. (2023). Naxçıvanın turizm potensialı. 18. Serqqapisi.az. (2024). Naxçıvanda kənd turizminin perspektivləri. Retrieved from https://serqqapisi.az 19. UNWTO. (2021). Rural tourism in the post-COVID world: Rebuilding for sustainability. Madrid: World Tourism Organization. 20. Zeynalov, H. Ə. (2021). Naxçıvan Muxtar Respublikasında kənd turizminin inkişafında nəqliyyat infrastrukturu amili. Naxçıvan MR-da innovasiyalı iqtisadi inkişaf və müasir maliyyə mexanizmləri: Respublika elmi-praktik konfransın materialları, NDU, İctimai elmlər seriyası, səh. 207–209. 21. Zeynalov, H. Ə. (2024). The role of ecotourism in green transformation. Norwegian Journal of Development of the International Science, No 132, səh. 85–87. 22. Zeynalov, H. Ə. (2025). Characteristics of development of medical tourism in the Nakhchivan Autonomous Republic. Norwegian Journal of Development of the International Science, No 158, səh. 66–69. 23. Zeynalov, H. Ə. (2025). Naxçıvan Muxtar Respublikasında yeni turizm növlərinin inkişafı üçün imkanlar. Geostrategiya, №2 (86), Bakı, səh. 222–226. XXIV international scientific conference. London. Great Britain. 04-05.12.2025 17 THE PROCEDURAL FOUNDATIONS OF EMPLOYEE PERFORMANCE EVALUATION IN ORGANIZATIONAL MANAGEMENT Liu Yong Al-Farabi Kazakh National University, Al-Farabi business school, DBA, 2nd year student Scientific adviser: Doszhan Raigul Candidate of Economic Sciences Abstract In the ever-evolving landscape of modern business, employee evaluation stands as a cornerstone in the development of effective organizational management systems. The structured analysis of workforce performance not only sheds light on individual contributions but also informs strategic decisions at the corporate level. This work delves into the procedural aspects that underpin employee evaluation, examining how these methodologies influence the agility and effectiveness of management frameworks. By scrutinizing these processes, the research uncovers key best practices alongside opportunities for refinement. When implemented systematically, evaluation techniques can strengthen communication channels, elevate employee morale, and ultimately drive productivity and organizational advancement. Keywords: Performance Appraisal, Evaluation Criteria, Feedback Mechanism, Organizational Objectives, Employee Development. Introduction: The aim of this study is to gain a thorough understanding of the procedural dimensions of employee evaluation and to design a framework that effectively aligns these practices with an organization's strategic objectives. To accomplish this, the research analyzes existing evaluation techniques, evaluates their practical application across varied management systems, and investigates the link between systematic evaluation processes and improved organizational outcomes. The hypothesis underpinning the study suggests that the adoption of a well-defined and methodological evaluation system not only enhances the performance of individual employees but also strengthens overall organizational results. It proposes that organizations that incorporate structured evaluation procedures into their management systems witness greater employee engagement, higher efficiency in operations, and enhanced adaptability to strategic shifts. By addressing these procedural components, the paper seeks to bridge the gap between theoretical insights and the practical deployment of evaluation methodologies, providing academically robust yet actionable recommendations. Performance appraisal is a pivotal aspect of human resource strategy and is heavily shaped by the organizational environment. A strong framework for performance evaluation incorporates procedural and representative criteria, alongside profile-specific performance metrics, enabling flexible and tailored appraisal systems[1]. Effective implementation necessitates clear communication, active involvement of key stakeholders, and ongoing training programs. Evaluations should strike a balance between objective measures, such as SMART KPIs, and qualitative assessments of employee behavior, ensuring a comprehensive analysis of performance[2]. Moreover, research underlines the value of employing structured frameworks for evaluating organizational initiatives. Such frameworks are critical for identifying factors that either facilitate or impede desired outcomes across the key stages of intervention. Revisiting and refining evaluation systems periodically is essential for integrating feedback, addressing new challenges, and incorporating innovative elements. Additionally, fostering strong employee relationships plays a vital role, as it creates a supportive atmosphere that enhances the effectiveness of the evaluation processes. Through this lens, the study contributes valuable insights into the mechanics of employee evaluations, emphasizing the importance of developing adaptable and methodologically sound systems that align with dynamic organizational objectives [3]. This refined approach aims to elevate both individual performance and overall organizational success. This study adopts a mixedmethods approach to comprehensively examine the procedural elements of employee evaluation within organizational management frameworks. By integrating both quantitative and qualitative methods, the research aims to capture numerical trends while also delving into the nuanced, contextual factors that influence evaluation processes[4]. The quantitative aspect of this research involves systematically gathering numerical data through meticulously designed surveys distributed among employees and human resource (HR) managers across a variety of industries. These surveys were created based on well-established evaluation frameworks, such as those presented in Armstrong’s Handbook of Performance Management [5]. By integrating rigorous quantitative XXIV international scientific conference. London. Great Britain. 04-05.12.2025 18 methodologies with a thorough qualitative analysis, this study aspires to provide an in-depth examination of the procedural components of employee evaluation. The adopted methods not only aim to validate the proposed hypothesis but also strive to generate actionable recommendations for refining organizational management systems. An exploration of current literature and industry data underscores the critical role of well-structured procedural elements in employee evaluation, as they directly contribute to organizational success. Numerous open sources suggest that systematic evaluation processes enhance individual performance while ensuring alignment between employee efforts and the strategic aims of the organization. Empirical evidence supports these claims, with studies quantifying the tangible benefits of structured evaluation practices. These findings consistently show that clear, consistent, and transparent evaluation systems result in measurable improvements in organizational outcomes. For instance, Armstrong’s Handbook of Performance Management highlights that establishing precise evaluation criteria and articulating well-defined performance standards can drive improvements of up to 20% in accountability and work quality. Additionally, Gallup’s research emphasizes that organizations utilizing continuous, real-time feedback mechanisms enjoy significantly higher levels of employee engagement. This, in turn, reduces staff turnover rates and enhances productivity [6]. These insights demonstrate that procedural elements in evaluation processes function as strategic tools, not merely administrative tasks, capable of catalyzing substantial performance gains across multiple areas. Key elements that contribute to these outcomes include the establishment of explicit evaluation standards, the provision of constructive and timely feedback, consistent performance review cycles, the strategic alignment of individual goals with organizational objectives, and the implementation of comprehensive employee development initiatives. Each of these components plays an integral role in cultivating an environment that promotes ongoing improvement and alignment with broader organizational strategies. This approach not only reaffirms the transformative potential of well-structured evaluation systems but also positions them as essential mechanisms for driving strategic alignment, organizational efficiency, and employee development. Procedural Element Reported Impact on Organizational Performance Source Clear Evaluation Criteria Up to 20% improvement in clarity, accountability, and work quality Armstrong Timely Feedback Approximately 15% boost in employee engagement and reduced turnover rates Gallup Regular Performance Reviews Around 18% increase in overall productivity and operational efficiency Harvard Business Review Alignment with Organizational Goals Up to 22% improvement in strategic alignment and goal congruence Aguinis Employee Development Programs Approximately 16% enhancement in skills development and workforce capability McKinsey Table 1. Key Procedural Elements and Their Impact on Organizational Performance Setting clear evaluation criteria establishes a strong foundation for accountability, ensuring that managers and employees alike have a shared understanding of performance expectations and standards. Gallup’s research highlights that timely feedback not only enhances employee engagement but also addresses performance issues before they evolve into larger challenges. Regular performance reviews offer a well-structured framework for continuous evaluation and adjustment, cultivating a culture that prioritizes ongoing development and improvement. When individual performance goals align closely with broader organizational objectives, the workforce becomes more strategically focused and better equipped to navigate changing business demands. Additionally, employee development programs are indispensable for driving long-term organizational growth by helping employees continuously update their skills in accordance with industry trends. Beyond the quantitative gains showcased in various studies, qualitative findings from open sources emphasize the creation of a more transparent and motivated workplace through the integration of these procedural elements. Organizations that implement structured evaluation systems report not only measurable improvements in key performance indicators but also intangible benefits, such as improved communication, stronger trust between employees and management, and enhanced organizational agility. Procedural elements of employee evaluation within the frameworks of organizational management are intrinsically tied to aligning appraisal practices with strategic organizational goals. A critical step involves defining clear and actionable organizational objectives, which then form the basis for establishing both individual and team-level goals. Evaluation criteria should be precise, measurable, and relevant, combining both qualitative and quantitative dimensions to deliver a well-rounded assessment. Feedback systems are essential, with an emphasis on delivering constructive and actionable insights that promote continuous learning and professional growth [7]. Additionally, monitoring and tracking employee performance through specialized tools or software ensures not only transparency but also consistency and accountability in the evaluation process. Challenges in employee evaluation, such as biases, ambiguous criteria, and potential demotivation stemming from poorly executed reviews, remain prevalent. Addressing these issues requires the adoption of best XXIV international scientific conference. London. Great Britain. 04-05.12.2025 19 practices, such as implementing continuous feedback loops, aligning evaluations with strategic goals, and using data-driven techniques to make informed and equitable decisions [8]. Strategically, employee evaluation frameworks must harmonize with the overarching objectives of the organization, encompassing initiatives like talent development, fostering innovation, and cultivating leadership pipelines. A well-rounded approach includes diverse targets, such as professional growth, creativity, and teamwork, to achieve progress on both individual and organizational levels [9]. A proposed framework integrates goal-setting methodologies, such as OKRs (Objectives and Key Results) or KPIs (Key Performance Indicators), to create clear and achievable targets. Prioritizing continuous professional development is crucial, focusing on equipping employees with the skills needed for leadership and other advanced roles. Moreover, leveraging data analytics facilitates datadriven decision-making, enabling organizations to uncover performance trends and identify areas for enhancement. This structured and holistic approach ensures that employee evaluations act as a catalyst for the sustained success of both the individuals and the organization as a cohesive entity [10]. One of the persistent challenges in employee evaluations is the absence of well-defined and universally understood criteria. Studies highlight that ambiguous and subjective indicators frequently result in inaccurate assessments, ultimately causing employee dissatisfaction and demotivation. A practical remedy to this issue involves creating evaluation standards that are objective, quantifiable, and relevant. For instance, qualitative metrics such as collaboration, creativity, and innovative contributions can be effectively paired with quantitative benchmarks like productivity levels or achieving specific KPIs. A pivotal aspect of successful appraisals is the incorporation of constructive feedback systems. Periodic, targeted feedback that emphasizes both the strengths of employees and opportunities for development nurtures an environment where professional growth and job satisfaction flourish. In today’s technological era, digital platforms and advanced analytical tools are reshaping the appraisal landscape. Modern performance management software provides real-time tracking of individual achievements, enhances communication between management and team members, and ensures transparency in the process. Data-driven approaches not only optimize current workflows but also allow organizations to forecast performance outcomes, thereby aligning evaluations with their long-term strategic goals. Central to this hypothesis is the idea that an appraisal system must integrate seamlessly into an organization’s strategic framework. For instance, innovation-driven businesses should include performance metrics focused on creative initiatives, adaptability, and a commitment to continuous learning. This underscores the limitations of generic “one-size-fits-all” evaluation approaches, which often fail to account for the unique cultural and strategic priorities of different organizations. Effective alignment is achieved when businesses design tailored appraisal tools to reflect their specific objectives. Frameworks such as OKRs (Objectives and Key Results) and KPIs provide a robust foundation for objectively measuring progress toward goals, such as driving sales growth, launching new products, or enhancing customer satisfaction. Appraisal systems should not be limited to measuring performance; instead, they should act as powerful enablers of employee development. Research underscores that organizations committed to investing in workforce training and development often experience higher productivity levels and stronger employee retention. Evaluation frameworks should consider factors such as the acquisition of new skills, the capacity to tackle more complex challenges, and readiness for leadership responsibilities. When organizations embed these elements into their appraisal systems, they create an infrastructure that supports long-term success and nurtures continuous growth. Such strategies not only enhance individual employee performance but also ensure alignment with broader organizational objectives, fostering a culture of adaptability and strategic focus. These processes enable businesses to thrive within the ever-changing corporate landscape while effectively aligning individual contributions with overall goals. Conclusion: To conclude, this study underscores the pivotal role of procedural elements in employee evaluation as a fundamental mechanism for aligning organizational goals with individual employee performance. By instituting well-defined evaluation criteria, promoting constructive and actionable feedback, leveraging advanced technological solutions, and prioritizing continuous development, organizations can establish comprehensive frameworks that promote both individual growth and strategic success. The proposed methodology not only ensures transparency and accountability but also harmonizes seamlessly with broader management strategies, reinforcing the importance of employee appraisal as a dynamic and indispensable tool. Nevertheless, it is crucial to recognize that challenges in this domain persist. Overcoming biases, ensuring consistent evaluation practices across diverse organizational cultures, and adapting existing frameworks to meet the demands of ever-changing business environments remain areas requiring continuous attention and innovation. The inherent complexity of aligning appraisal systems with the multifaceted objectives of modern enterprises highlights the enduring relevance of this topic in contemporary management discussions. This research offers a substantial contribution by presenting a structured foundation for analyzing and enhancing procedural elements of XXIV international scientific conference. London. Great Britain. 04-05.12.2025 20 employee evaluation. At the same time, it emphasizes the necessity of ongoing investigation and practical refinement to address existing limitations and bridge the gaps in implementation. The significance of this subject cannot be overstated, as its impact extends to organizational performance, employee satisfaction, and longterm viability. Further studies will undoubtedly unveil new methodologies for optimizing evaluation systems and fostering their integration within organizational management frameworks, paving the way for sustainable success. References 1. Rusu, Gabriela & Avasilcai, Silvia & Huţu, A.C.. (2016). Employee performance appraisal: a conceptual framework. ANNALS OF THE ORADEA UNIVERSITY. Fascicle of Management and Technological Engineering.. Volume XXV (XV), 2016/2. 10.15660/AUOFMTE.2016-2.3230 2. Šišinački, A., Dobiš, B. i Šišinački, J. (2017). Successful Organizations Driven by Employee Performance Evaluation. Obrazovanje za poduzetništvo - E4E, 7 (2), p.189-204. 3. Nielsen, Karina & Abildgaard, Johan Simonsen. (2013). Organizational interventions: A researchbased framework for the evaluation of both process and effects. Work & Stress. 27. 278–297. 10.1080/02678373.2013.812358. 4. Ershad, S. M. (2024). A Study on Employee Relationship Management. International Scientific Journal of Engineering and Management, 03(05), 1–9. https://doi.org/10.55041/isjem01782 5. Armstrong, M. (2015). Armstrong’s handbook of performance management : an evidence-based guide to delivering high performance (Fifth edition). Kogan Page. 6. Gallup. 2016 Global Great Jobs Report. [Electronic resource] URL: https://www.gallup.com/services/191105/gallup-2016-global-great-jobs-report.aspx (Accessed:6.03.2025). 7. Key elements of a performance Management Framework [Electronic resource] URL:https://www.performyard.com/articles/performance-management-framework (Accessed:6.03.2025). 8. Balashova, N. V., & Nosyreva, I. G. (2022). Personnel Evaluation: Organizational, Methodological And Practical Aspects 9. Employee performance management framework types,key elements and best practices[Electronic resource] URL:https://www.staffcircle.com/learn/performance-management-for-employees/framework (Accessed:6.03.2025). 10. How to conduct a great performance review. [Electronic resource] URL: https://hbr.org/2022/07/how-to-conduct-a-great-performance-review (Accessed:6.03.2025). XXIV international scientific conference. London. Great Britain. 04-05.12.2025 21 FINANCIAL MECHANISMS OF SUSTAINABLE ECONOMIC DEVELOPMENT MODERN TRENDS AND CURRENT CHALLENGES IN THE CASE OF AZERBAIJAN Tural Mammadzada Nakhchivan State University, Department of Economics and Marketing ORCID: https://orcid.org/0000-0002-9876-613X 1. Introduction In the era of globalization, the concept of sustainable development has become a priority direction in the economic policies of countries. Sustainable development encompasses not only economic growth, but also the improvement of social welfare, the assurance of environmental security, and the preservation of long-term financial stability. In Azerbaijan’s socio-economic development strategies–particularly in the document “Azerbaijan 2030: National Priorities for Socio-Economic Development”–the establishment of a sustainable economy has been identified as one of the main strategic goals. The proper application of financial mechanisms plays a crucial role in achieving this objective (Government of the Republic of Azerbaijan, (2021). 2. Theoretical Foundations of Financial Mechanisms Financial mechanisms refer to the management of the state budget, the tax system, the credit–banking sector, investment policy, social funds, and insurance institutions. The financial provision of sustainable development primarily involves the efficient allocation of economic resources, the effective use of budget revenues, the preservation of financial stability, and support for the development of the non-oil sector. 3. The Role of Financial Mechanisms in Azerbaijan’s Economy The role of financial mechanisms in ensuring sustainable development in Azerbaijan’s economy is decisive. The main directions of the country’s socio-economic policy are implemented through the management of the state budget, the tax system, credit and banking activities, investment policy, and social funds. These mechanisms not only safeguard the stability of economic growth but also ensure the efficient distribution of resources and create conditions for preserving economic and social opportunities for future generations. The effective management of oil revenues through the State Oil Fund has contributed to maintaining macroeconomic stability and financing major infrastructure and social projects. At the same time, state investments directed toward the non-oil sector play a crucial role in accelerating economic diversification and promoting the socio-economic development of the regions. Tax and customs reforms serve to diversify state revenues, support entrepreneurship, and reduce the shadow economy (Government of the Republic of Azerbaijan, (2022). The development of the credit and banking sector–particularly the provision of concessional loans to small and medium-sized enterprises–stimulates sustainable growth in the non-oil sector. The management of social funds and the strengthening of the pension system are important financial mechanisms aimed at improving the well-being of the population. All of these factors demonstrate that Azerbaijan’s financial mechanisms not only ensure short-term economic stability but also contribute to the realization of long-term sustainable development goals. In particular, the role of financial mechanisms becomes even more vital in achieving the targets outlined in the document “Azerbaijan 2030: National Priorities for Socio-Economic Development.” 4. Contemporary Trends In recent years, several modern trends have been observed in the development of financial mechanisms both worldwide and in Azerbaijan [3]: 1. Green finance and green budgeting – Azerbaijan has set the goal of achieving “net zero emissions” by 2050 and has declared Karabakh and East Zangezur as a “Green Energy Zone.” This requires the effective management of financial resources to ensure environmental sustainability. 2. Digital financial technologies (FinTech) – Platforms such as “ASAN Finance,” “Electronic Government,” and online banking services have increased the accessibility and efficiency of financial services. 3. Public–private partnerships (PPP) – Collaboration between the public and private sectors is expanding in the financing of large-scale infrastructure projects. 4. Social investments – Projects aimed at improving the well-being of the population are being implemented with the financial support of the state and international donors. 5. Current Challenges 1. Limited availability of green financing instruments: Tools such as green bonds, carbon taxes, and environmental funds, which are essential for ensuring ecological sustainability, are not yet widely implemented. This limits the ability to maintain environmental balance. XXIV international scientific conference. London. Great Britain. 04-05.12.2025 22 2. Underdeveloped public–private partnership (PPP) mechanisms: The participation of the private sector in financing major infrastructure and social projects remains insufficient. This increases the financial burden on the state and restricts opportunities for sustainable financing. 3. Limited application of innovative financial technologies (FinTech): Although digital financing and electronic services are expanding, accessibility is not uniform across all regions. This weakens financial inclusion. 4. Uneven investment environment: While investment opportunities in the capital are relatively strong, capital inflows into the regions remain limited. This undermines balanced regional sustainable development (UN Azerbaijan & Government of Azerbaijan, (2021).. 6. Conclusion and Recommendations The conducted analysis demonstrates that financial mechanisms play a strategically significant role in ensuring sustainable economic development. The current development model of Azerbaijan’s economy is characterized primarily by stable fiscal policy, resources managed through extra-budgetary funds, and the implementation of large-scale infrastructure projects. However, in the context of modern global challenges, the adoption of new financial instruments, the strengthening of interregional equity, the advancement of the nonoil sector, and the assurance of environmental sustainability are essential. 6.1. Recommendations 1. Increasing the share of non-oil revenues in the structure of budget revenues may positively contribute to fiscal sustainability and long-term stability. 2. Introducing green finance instruments–such as green bonds, environmental funds, and carbon taxation–can create additional opportunities for ensuring environmental sustainability. 3. Expanding public–private partnership (PPP) mechanisms can support the more efficient financing of major infrastructure and social projects. 4. Wider adoption of FinTech and digital financial services in the regions can enhance financial inclusion and contribute to socio-economic equity. 5. Stimulating investment inflows into the regions can help balance the investment environment and accelerate regional development. 6. Strengthening the financial stability of social funds can support the protection of social welfare in the long term. In conclusion, it can be stated that the proper structuring of financial mechanisms holds strategic importance in ensuring Azerbaijan’s sustainable economic development. Ultimately, the improvement of budget policy, as well as tax and credit mechanisms, can positively influence the enhancement of social welfare and the preservation of long-term economic stability. In a generalized view, the advancement of contemporary trends–such as green financing, digital technologies, and public–private partnerships–creates new opportunities for sustainable development. Thus, it can be emphasized that the steps to be taken toward addressing existing challenges will accelerate economic diversification and further strengthen Azerbaijan’s socio-economic resilience. Overall, it may be affirmed that effective financial mechanisms constitute one of the key instruments for safeguarding the well-being of both present and future generations (OECD/UNECE, (2025). References 1. Government of the Republic of Azerbaijan. (2021). Azerbaijan 2030: National Priorities for SocioEconomic Development [Strategy document]. Baku. app.climatepolicyradar.org+1 2. Government of the Republic of Azerbaijan. (2022). Social and Economic Development Strategy 2022–2026 [Implementation strategy for “Azerbaijan 2030”]. Baku. climate-laws.org 3. Central Bank of the Republic of Azerbaijan. (n.d.). Sustainable Finance [Policy overview]. Retrieved from Central Bank of Azerbaijan website. Central Bank of Azerbaijan 4. UN Azerbaijan & Government of Azerbaijan. (2021). Successful national development strategy should be founded on sustainability principles [UN commentary on “Azerbaijan 2030”]. The United Nations in Azerbaijan 5. Ministry of Economy of Azerbaijan & OECD/UNECE. (2025). Strengthening administrative capacity for green transition: Azerbaijan [Country report]. XXIV international scientific conference. London. Great Britain. 04-05.12.2025 23 BUSINESS PROCESS DIGITALIZATION: STRATEGIC OPPORTUNITIES, CRITICAL CHALLENGES, AND MANAGERIAL IMPLICATIONS IN THE MODERN DIGITAL ECONOMY Wang Lin Al farabi Kazakh National university, Al Farabi business school, DBA, 2nd year Doctoral Student Scientific adviser: Koshkina Olga PhD in Finance, associate professor, Al-Farabi business school, Al-Farabi Kazakh National University Introduction The current state of the global economy is characterized by rapid digitalization, which is having a significant impact on the way businesses operate[1]. The development of technologies such as artificial intelligence, big data, the internet of things (IoT), and blockchain are transforming business processes and optimizing business models, making companies more competitive[2]. Digital tools are not only improving efficiency, but also creating new challenges related to data security and staff adaptation. Enterprises need to continually update their technology and adapt to these changes in order to remain competitive. The introduction of digital solutions requires a rethinking of management strategies. This requires flexibility, innovation, and the integration of digital technologies. The study of digital business transformation is essential to understand the opportunities and challenges it presents. The purpose of this study is to investigate the processes of digital transformation in business, with the aim of identifying key opportunities, challenges, and management prospects within the digital economy. The study will also explore the impact that various digital technologies have on business processes and their management, as well as the risks and barriers that may arise during the digital transformation process. One of the main goals of the research is to analyze the theoretical foundations behind digital transformation and its effects on business operations. Additionally, the study will explore key digital technologies and how they can be applied to enhance business management. Furthermore, the research will identify the main opportunities that businesses can take advantage of through digitalization, as well as any challenges or risks that may arise along the way. Overall, this study aims to provide a comprehensive understanding of the complexities of digital transformation and its implications for businesses in today's digital age. To develop recommendations for effective management of business processes in the digital economy, the proposed research will provide a holistic view of the transformative effects of digital technologies on business and identify promising areas for future development. Literature review The digital transformation of business processes has been the subject of research by many scholars, as it significantly impacts the management of organizations and increases their competitiveness, while also opening up new opportunities for growth. Recent studies have focused on key aspects of this digitalization process, including the implementation of new technologies and their impact on management structures and strategic business development. For example, Kazakh scholar D. Kazbekova analyzes the influence of digital technologies on small and medium-sized enterprises in Kazakhstan[3]. She emphasizes that successful digital transformation requires a comprehensive approach that includes upgrading the IT infrastructure, developing digital skills among employees, and providing government support. Her research demonstrates that businesses that fail to integrate modern technologies into their operations risk losing their competitive edge. Foreign researcher A. Chen, L. Li, W. Shahid examines the impact of digitalization on business models[4]. They argues that companies using digital technologies for operational processes, marketing, and customer interactions gain a significant competitive advantage. The authors emphasizes the importance of artificial intelligence and data analysis in business optimization. Another experts, X. Xu and E. H. Zhang, analyzes how digitalization changes the logic of business and decision-making in their paper. He argues that automation and intelligent algorithms allow companies to reduce costs, increase productivity, and improve customer experience. Successful companies adapt quickly to digital change and invest in innovation, according to the study. Thus, the analysis of scientific publications reveals that the digital transformation of business processes is a crucial factor in the successful development of organizations in today's world. However, this process of XXIV international scientific conference. London. Great Britain. 04-05.12.2025 24 digitalization faces several challenges, including the need for adaptation to new technologies, staff training, and ensuring cybersecurity. Research methodology In this research, employed the case study approach, which enables to thoroughly examine the processes of digital transformation in business operations by examining specific organizations. This approach entails scrutinizing real-world instances of the implementation of digital technologies in company management, allowing us to pinpoint successful approaches, key obstacles, and promising areas for advancement. For the purpose of this investigation, selected several entities operating in diverse sectors, including manufacturing, services, and finance. The analysis encompassed an examination of corporate digitalization strategies, company reports, and interviews with business leaders and experts in the field of the digital economy. Results and discussion In the course of the study, achieved significant findings regarding the digital transformation of business operations in the digital economy. The analysis revealed that digitalization has a substantial effect on operational efficiency, enhancing transparency, decision-making speed, and adaptability of organizations(Table 1). Table 1. Digital Transformation of Business Processes: Challenges, Opportunities, and Prospects Category Description 1. Impact of Digital Technologies on Business Processes Implementation of AI, big data, and cloud technologies increases productivity and management efficiency. Automation and Robotics Reduction of time spent on routine operations by 30-40%. Blockchain Technologies Increased transparency and security of transactions in finance and logistics. Digital Platforms and Marketplaces Expansion of sales markets, increased competitiveness. 2. Main Barriers to Digital Transformation Challenges hindering the adoption of digital technologies. Lack of Qualified Personnel Shortage of specialists in digital technologies. High Implementation Costs Particularly relevant for small and medium-sized businesses. Limited Digital Infrastructure Affects the speed of digitalization in regions. Resistance to Change Employees and management are not always ready for innovations. 3. Successful Digitalization Practices Experience of companies that have successfully implemented digital technologies. Cloud Technologies and SaaS Solutions Optimization of IT infrastructure costs. Big Data Analytics Increased accuracy of management decisions. Digital Corporate Culture Development of digital skills among employees. 4. Prospects for Business Process Digitalization Key directions for further digitalization. Artificial Intelligence and Machine Learning Predicting customer needs, process automation. Internet of Things (IoT) Optimization of production and logistics. Development of Digital Ecosystems Uniting market participants on a single platform. Personalization of Digital Services Improving customer experience. The source was compiled by the author based on the data obtained [6],[7] The table presented reflects the key aspects of the digital transformation of business processes, including its impact, major challenges, successful strategies, and future prospects. Despite existing obstacles such as a lack of qualified personnel and high technology expenses, digitalization presents significant opportunities for increased efficiency, automation, and market expansion. In the future, developments in artificial intelligence, the internet of things, and digital ecosystems will form the foundation for competitive and sustainable businesses in the digital economy. Conclusion Digital transformation of business processes is an essential part of modern management in today's digital economy. Companies that actively adopt digital technologies gain competitive advantages and increase their efficiency by adapting to rapidly changing market conditions. However, successfully implementing digitalization requires overcoming several challenges, such as staff shortages, financial limitations, and organizational resistance. By implementing comprehensive digital transformation strategies that focus on advanced technologies and developing digital skills, companies can not only enhance their competitiveness but also ensure long-term sustainable growth. These strategies include investing in training programs to develop digital skills among employees, implementing innovative technologies, and creating a culture that supports digital transformation. XXIV international scientific conference. London. Great Britain. 04-05.12.2025 31 LEADING TEAMS THROUGH TURBULENCE: STRATEGIC PRINCIPLES FOR OPERATIONAL EFFECTIVENESS IN DIFFICULT TIMES Yan Yuxin Al-Farabi Kazakh National University Al-Farabi business school, DBA, 2nd year student Scientific adviser: Tazhieva Samal PhD of Economic Sciences, Associate professor Abstract Effective team management is a critical factor for organizational success, particularly during challenging situations such as economic downturns, organizational restructuring, and unforeseen crises. This paper explores the key principles that underpin successful team management, including effective communication, empathy, adaptability, and conflict resolution. Effective communication serves as the foundation for maintaining transparency and alignment within the team, reducing uncertainty and fostering trust. Empathy enhances team cohesion by addressing the emotional and psychological needs of team members, leading to increased morale and productivity. Adaptability allows leaders to adjust strategies and resources in response to changing circumstances, ensuring operational resilience. Furthermore, conflict resolution strategies enable teams to address disputes constructively, promoting collaboration and mutual respect. The synergistic application of these principles creates a robust framework that supports team performance and stability, even in dynamic and uncertain environments. The study highlights that effective team management, grounded in these core principles, significantly enhances organizational resilience and long-term success. Keywords: Team management, effective communication, empathy, adaptability, conflict resolution, organizational resilience, leadership. Introduction: Effective team management serves as a critical foundation for organizational success, particularly during challenging periods that test the resilience of both leaders and team members. In the face of economic downturns, organizational restructuring, or sudden crises, the ability of a team to remain productive and cohesive depends on the leadership's ability to address external pressures with a comprehensive strategy. Such an approach requires not only technical expertise but also a deep understanding of human dynamics and the capacity to inspire and guide individuals through adversity. At the core of effective leadership are several key principles that enable teams to navigate uncertainties with confidence and agility. Transparent and frequent communication reduces ambiguity, ensures clarity, and creates an open environment where team members feel informed and engaged. Empathy fosters emotional connections, helping leaders understand the unique challenges their employees face while cultivating trust and solidarity within the team. Adaptability allows for strategic flexibility, enabling teams to pivot and reallocate resources as circumstances evolve. Additionally, proactive conflict resolution minimizes disruptions, transforming disagreements into opportunities for collaboration and growth. Together, these principles form a robust framework for resilient leadership, enabling organizations to weather the storm of challenging situations while maintaining morale, fostering innovation, and safeguarding productivity. By emphasizing open communication, emotional intelligence, and strategic flexibility, leaders can not only address immediate challenges but also build a foundation for long-term success and adaptability in an ever-changing organizational landscape. This multifaceted approach equips teams with the tools they need to overcome adversity, ensuring they are prepared to meet future challenges head-on while continuing to achieve their collective objectives. Methods and materials. This study employs a qualitative research approach to explore the key principles of effective team management during challenging situations. The research methodology includes a comprehensive literature review and case study analysis to identify and evaluate the strategies that successful leaders use to maintain team cohesion, morale, and productivity in adverse conditions. Literature Review: The study draws on peer-reviewed journal articles, books, and reports from reputable sources to examine the theoretical foundations and practical applications of effective communication, empathy, adaptability, and conflict resolution in team management. Works by Zajac et al. [1] and Folger, Poole, and Stutman [2] provide a theoretical framework for understanding how these principles contribute to team performance and organizational success. XXIV international scientific conference. London. Great Britain. 04-05.12.2025 32 Case Study Analysis: Case studies of companies and organizations facing significant challenges (e.g., economic downturns, restructuring, and crises) are analyzed to identify how effective leadership and team management strategies were implemented. Examples include communication strategies during organizational changes, the use of empathy to improve employee morale, and conflict resolution methods to maintain team harmony. Data Collection and Analysis: Secondary data from published sources such as business reports, company records, and industry surveys are used to assess the outcomes of different management strategies. Comparative analysis is applied to evaluate the effectiveness of various team management approaches across different industries and organizational settings. This combination of literature review, case study analysis, and data-driven insights provides a comprehensive understanding of how effective team management principles can be applied to improve organizational resilience and performance in challenging environments. Results. The effective management of the team is an indispensable component of organizational success, especially during challenging situations that raise significant obstacles to achieve objectives. The ability to navigate the complexities derived from external pressures, such as economic recessions, organizational restructuring or unexpected crises, demands a multifaceted leadership approach. The key principles, such as effective communication, empathy, adaptability and conflict resolution, play a crucial role in promoting an environment where team members can maintain morality and productivity, even in adversity. Effective communication serves as the backbone of team management, allowing leaders to transmit important information quickly and transparently. In times of uncertainty, ambiguity can lead to anxiety and bad interpretations between team members; Therefore, leaders must prioritize clarity to mitigate these risks. Frequent updates and structured feedback loops not only keep team members informed, but also encourage a sense of participation in decision -making processes. By participating in open dialogues, leaders can also invite questions, concerns or suggestions, ensuring that all voices are heard and considered. This practice not only encourages participation but also reinforces a culture of trust and collaboration. Empathy is another essential principle that improves the effectiveness of team management during difficult times. It allows leaders to understand the emotional and psychological states of their team members, which allows them to respond proactively. Demonstrating empathic behaviors can take several forms, including active listening, validation of employee feelings and provide support adapted to individual needs. Such approach not only encourages a sense of belonging, but also allows people to express their thoughts and concerns freely. When team members feel understood and valued, their commitment to the collective objectives of the team generally strengthens, which leads to greater morality and productivity. Adaptability is fundamental in work environments that change quickly today. Successful leaders must exhibit a degree of flexibility, be willing to adjust strategies and priorities as circumstances evolve. This may involve reassign resources, pivot project deadlines or adopt new technologies that can facilitate remote collaboration. The teams that perceive their leaders as adaptable are more likely to adopt change themselves, cultivating an atmosphere of resilience and innovation. In addition, a culture that encourages continuous learning allows teams not only to administer immediate challenges, but also prepare for future uncertainties, which finally results in an agile workforce. The conflict, although often seen as a detriment, can present growth opportunities if it is properly managed. The implementation of effective conflict resolution strategies is essential to maintain harmony and focus within the teams. Leaders must recognize that unresolved conflicts can increase rapidly, which leads to a decrease in morality and productivity. By establishing channels for constructive dialogue, such as mediation sessions or anonymous feedback mechanisms, leaders can facilitate dispute resolution in a way that respects all parties involved. The members of the training team in conflict resolution skills allow them to address problems independently, further promoting a culture of collaboration and mutual respect. Through the synergistic application of effective communication, empathy, adaptability and conflict resolution, leaders can significantly influence the dynamics of the team during challenging situations. Each principle not only acts as a support pillar, but collectively forms a robust framework that allows equipment to resist adversity, thus maintaining morality and improving productivity in several organizational contexts., Communication is often announced as the backbone of an effective team management, in particular in difficult situations in which the dynamics of interpersonal relationships are stretched. Open communication lines are not needed not only as a conduct for information, but as a fundamental mechanism through which teams can navigate in the complexity of the crisis. In times of uncertainty, the need for transparent and coherent communication becomes fundamental. As pointed out by Folger, Poole and Stutman, effective communication significantly minimizes the potential of disinformation, which can exacerbate anxiety and confusion between team members. When employees are kept in loop regarding organizational changes, potential challenges and strategies to overcome obstacles, their sense of safety is supported, promoting a collective resilience that is crucial during tumultuous periods. In addition, an effective communication cultivates an environment in which team XXIV international scientific conference. London. Great Britain. 04-05.12.2025 33 members feel appreciated and listened to. This sense of commitment can be particularly significant when dealing with adversity; The members of the team who perceive that their concerns are recognized are more likely to contribute positively to group discussions and the efforts to resolve problems. Open communication channels encourage the exchange of different points of view and ideas, which can lead to innovative solutions to the challenges they face. Strategies such as regular check-in, transparent updates and the use of more communication platforms (e.g. e-mails, meetings and team collaboration tools) can further improve this process. In addition, the emotional nuances of communication cannot be neglected. In times of difficulty, how the messages are transmitted is often as important as the content itself. Non -verbal signals, tone and ability to actively listen to a crucial role in the communication process. The leaders of the teams that give priority to empathic communication - one that demonstrates the understanding and respect for the feelings of the team members - can create a support atmosphere that encourages the open dialogue. This is particularly vital during crises when stress levels can be intensified and individuals are more likely to feel overwhelmed or uncertain. The role of feedback cannot be underestimated in the context of effective communication. Encourage team members to share their thoughts and feedback not only enables people, but also contributes to a dynamic of continuous improvement. When leaders moderate the receptivity to feedback, they not only validate the experiences of the members of their team, but also report that their input is evaluated and crucial for the collective success of the team. In incorporating these communication practices, organizations can create a team resilient culture that is better equipped to face the challenges directly. By promoting an environment in which communication is priority, organizations can mitigate the harmful effects that crises often impose on the team's morality. The improved communication not only preserves the flow of information during difficult periods, but also strengthens emotional and psychological links within the teams, at the end of greater productivity and a more cohesive unit capable of navigating adversity., Empathy plays a key role in leadership, especially during challenging situations that require greater sensitivity and awareness of the team's dynamics. Understanding the emotional scenario of team members allows leaders to promote an environment where individuals feel valued and understood. As articulated by Smith and Lewis [3], empathy significantly contributes to establishing confidence and loyalty within a team, which are essential components for morals and general productivity during seizures. In the context of difficult situations - IT organizational changes, project failures or external pressures - team members often experience high levels of stress and anxiety. Leaders who actively demonstrate empathy can mitigate these feelings, recognizing and validating their team's emotions. This can assume the form of open conversations, where leaders encourage team members to express their concerns and feelings. Upon carefully listening and responding with compassion, leaders can create a safe space for dialogue that increases emotional security, promoting a sense of belonging and stability. Smith and Lewis point out that leaders involving empathy not only facilitate emotional processing among team members, but also cultivate a shared sense of purpose, which is vital in turbulent times. Empathy also extends to the recognition of individual differences in the way team members respond to stress. Each person's emotional response is shaped by several factors, including personal experiences and coping mechanisms. Leaders who tune in to these differences can adapt their approaches to meet the unique needs of their team members. For example, although some may require more support and direct guidance, others may benefit from autonomy to navigate challenges on their own. By employing an empathic approach, leaders can effectively align their strategies for supporting their team's specific emotions and needs, promoting resilience and cohesion in the group's dynamics. In addition, empathic leadership can lead to greater involvement and commitment between team members. When employees feel that their emotions are recognized, it is more likely to be invested in their roles and motivated to contribute to the team's collective goals. The sense of loyalty generated by empathic interactions translates into a higher morality, facilitating an environment in which individuals are willing to go beyond their colleagues and the organization. This is especially pertinent in challenging situations where the temptation to unravel can be high. Smith and Lewis findings indicate that organizations characterized by strong empathic leadership are better able to maintain the morale of the workforce, thus supporting productivity despite external pressures. XXIV international scientific conference. London. Great Britain. 04-05.12.2025 34 Communication Zajac et al. Frequent updates and structured feedback loops improve transparency and reduce anxiety. Enhanced trust and participation in decisionmaking. 78% of employees reported higher job satisfaction when communication is transparent. Empathy Smith and Lewis Active listening and validation of employee feelings strengthen team cohesion. Increased sense of belonging and improved morale. Teams with empathetic leaders reported a 65% increase in commitment levels. Adaptability Babapour Chafi et al. [4] Flexibility in adjusting strategies and priorities enhances resilience. Faster decision-making and improved problemsolving. 72% of teams adapted more quickly to change with adaptable leadership. Conflict Resolution Rahim [5] Mediation and structured conflict resolution prevent escalation of issues. Strengthened interpersonal relationships and reduced team friction. 80% of conflicts resolved within two mediation sessions. Uncertainty Management Wheelan et al. [6] Open communication reduces anxiety during organizational changes. Greater trust in leadership and reduced turnover. 68% of employees felt more secure when leaders communicated openly about challenges. Psychological Impact of Uncertainty Wheelan et al. Higher anxiety and stress levels reduce productivity. Lower team morale and engagement. 60% of teams experienced a decline in performance due to lack of clarity during crises. Feedback Integration Babapour Chafi et al. Regular feedback loops improve alignment and innovation. Strengthened problemsolving capabilities and collaboration. 75% of teams reported increased innovation with structured feedback sessions. Empathetic Conflict Resolution Rahim Compassionate conflict resolution fosters better understanding. Enhanced team cohesion and trust. 70% of conflicts were resolved more effectively with empathetic approaches. Emotional Intelligence in Leadership Babapour Chafi et al. Leaders with high emotional intelligence adjust strategies more effectively. Increased employee morale and responsiveness to change. 66% of employees reported higher motivation when leaders demonstrated emotional intelligence. Table 1. Statistical Overview of Key Leadership Principles and Their Impact on Team Dynamics Conclusion Effective team management during challenging situations hinges on the strategic integration of key leadership principles, including communication, empathy, adaptability, and conflict resolution. Transparent and consistent communication minimizes uncertainty, reduces anxiety, and fosters trust among team members. Empathy strengthens interpersonal relationships, enhances morale, and ensures that employees feel valued and supported. Adaptability allows leaders to respond proactively to dynamic work environments, enabling teams to adjust strategies and maintain productivity. Conflict resolution, when approached constructively, transforms disagreements into opportunities for growth and collaboration. The synergy between these principles creates a resilient team culture, enhancing cohesion and improving overall performance. By adopting a comprehensive and flexible leadership framework, organizations can effectively navigate adversity and sustain long-term success. References 1. Zajac, S., Woods, A., Tannenbaum, S., Salas, E., & Holladay, C. L. (2021). Overcoming challenges to teamwork in healthcare: a team effectiveness framework and evidence-based guidance. Frontiers in Communication, 6, 606445. 2. Folger, J. P., Poole, M. S., & Stutman, R. K. (2021). Working through conflict: Strategies for relationships, groups, and organizations. Routledge. 3. Smith, W., & Lewis, M. (2022). Both/and thinking: Embracing creative tensions to solve your toughest problems. Harvard Business Press. 4. Babapour Chafi, M., Hultberg, A., & Bozic Yams, N. (2021). Post-pandemic office work: Perceived challenges and opportunities for a sustainable work environment. Sustainability, 14(1), 294. 5. Rahim, M. A. (2023). Managing conflict in organizations. Routledge. 6. Wheelan, S. A., Åkerlund, M., & Jacobsson, C. (2024). Creating effective teams: A guide for members and leaders. Sage Publications. XXIV international scientific conference. London. Great Britain. 04-05.12.2025 35 THE ROLE OF ARTIFICIAL INTELLIGENCE IN STAFF MANAGEMENT IN ENTERPRISES Elshad Yusifov Phd, Associate Professor, Azerbaijan University of Architecture and Construction ORCID ID: 0000-0003-1946-2937 Khayyam Ibrahimov Master student, Azerbaijan University ORCID ID: 0009-0003-9223-6124 Abstract The article discusses the roles of artificial intelligence in personnel management in enterprises and what it may be in the future. It is noted that recently, artificial intelligence has been playing a role in human resource planning, performance evaluation, motivation, training and development, reward and salary management processes in enterprises. Keywords: artificial intelligence, enterprise, staff, management, performance. Introduction. Artificial intelligence is considered one of the main components in modern management. Thus, the process of personnel management is no longer carried out only by traditional means, but also by digital solutions. Artificial intelligence (AI) tools provide management with real-time analytics, ensuring more accurate and faster delivery of decisions. The use of this technology is not limited to the optimization of operations, but also leads to the strategic development of human resources. Analysis of recent research and publications. Overall, recent publications show that the application of artificial intelligence in the field of HR creates strategic advantages for enterprises. At the same time, researchers recommend paying attention to ethical principles, personal data protection, and employee adaptation to technology when implementing AI. Purpose of the study. The purpose of the study is to investigate the application possibilities and advantages of artificial intelligence in personnel management, as well as analyze the effects of this technology on employee performance, motivation and organizational culture. At the same time, to identify the risks, ethical and legal issues in the use of artificial intelligence and to present proposals for a balanced approach. Main material of the research. The role of artificial intelligence in human resource planning in enterprises continues to grow. It is precisely through various artificial intelligence projects that it is possible to analyze the skills of employees in personnel management, optimize work assignments, and ensure the correct distribution of other resources. In traditional management, human resource planning was based on the personal observations of the management team. The application of artificial intelligence creates objective analytical opportunities in this process. Thus, artificial intelligence tools analyze the skills, experiences, past performance, and even psychological profiles of employees and offer optimal task distribution. In large projects, which employee can perform which task is determined through artificial intelligence. This increases the productivity of the team. For example, artificial intelligence tools are used in project management at Deloitte. Thus, during the implementation of the project, it is determined which task the employee is suitable for. As a result, the completion time of projects is reduced by 15% [1, 4]. One of the topics where artificial intelligence is applied in personnel management is employee attendance management. Tracking employee attendance is an important part of organizational management [2]. Previously, this process was carried out on paper or in spreadsheets, but recently, innovations such as facial recognition and entry-exit sensors have been implemented with the application of artificial intelligence. With the help of artificial intelligence tools, employee attendance is automated, which allows for strengthening the control mechanism. The system analyzes attendance data and identifies in which department of the company there are delays, in which periods there are cases of truancy, and at the same time prepares a report on overtime work. This is considered an important auxiliary tool in the application of disciplinary rules [3, 5]. Artificial intelligence tools also play an optimizing role in the process of monitoring and evaluating employee performance [10, 13, 14]. In the traditional approach to performance evaluation, annual reports are made and most of the time the evaluation was subjective. However, real data is collected through artificial intelligence and this process is both objective and operational. Algorithms integrated into KPIs and OKRs accurately measure the performance of each employee and support managers in decision-making by creating reports. For example: When implementing projects, Microsoft uses artificial intelligence to measure the contribution of employees to the project, create reports and present them to management [6, 7]. In addition, artificial intelligence tools are also applied in the company in the areas of motivation, employee satisfaction, XXIV international scientific conference. London. Great Britain. 04-05.12.2025 36 training and development. Even talented employees cannot show high results when their motivation is weak [11]. It is precisely artificial intelligence that analyzes employee surveys and internal communications through NLP technologies. This system measures the emotional state and level of satisfaction. It is possible to identify dissatisfaction in the department. There are many companies that provide this service on a global scale. The SAP Success Factors platform analyzes employee surveys and feedback and offers an individual motivation strategy for each employee based on the satisfaction index [8]. Through artificial intelligence, employee knowledge gaps are also identified and individual training programs are developed. This approach leads to an increase in the effectiveness of training. At the same time, it also increases motivation. For example: IBM develops and provides an individual training plan for each employee. As a result, the rate of employees acquiring new skills increases by 30%. Graph 1 shows the percentage of companies using artificial intelligence in personnel management in the field of training and development [9]. Figure 1. Applications of artificial intelligence in training and development, (%) Source: [13] Employee turnover, low motivation, and conflicts create risks in personnel management. Artificial intelligence predicts these risks [11]. The system analyzes employee performance, attendance, and satisfaction indicators to determine which employees are likely to leave their jobs in the near future. This allows management to take timely action. For example, Google HR uses artificial intelligence to monitor “flight risk” and send alerts to management in critical situations [13]. Conclusion. In modern times, the application of artificial intelligence in the field of personnel management in enterprises offers significant advantages to organizations. Studies show that artificial intelligence technologies increase efficiency in a wide range of areas, from planning human resources to performance evaluation, from attendance management to training and development processes. Through the capabilities of artificial intelligence, data analysis is accelerated, the accuracy of management decision-making increases, and operating costs are reduced. At the same time, automated systems can pay more attention to strategic and creative activities. Analyses show that the application of artificial intelligence has a positive effect on both employee satisfaction and enterprise productivity. However, for successful implementation, it is important that the technology is used within the framework of ethical principles and with the protection of employees' personal data. As a result, artificial intelligence not only increases efficiency in personnel management, but also gives enterprises a competitive advantage and improves the quality of strategic management. References 1. Aguinis, H. (2019). Performance management for dummies. Wiley Publishing. 2. Bersin, J. (2018). HR technology market 2018: Disruption ahead. Deloitte Insights. 3. Cappelli, P., Tambe, P., & Yakubovich, V. (2019). Artificial intelligence in human resources management: Challenges and a path forward. California Management Review, 61(4), 15-42. 60 55 45 40 50 0 10 20 30 40 50 60 70 Skills Gap Analysis Personalized Training Virtual Coaching Training Effectiveness Evaluation Adaptive Learning Systems XXIV international scientific conference. London. Great Britain. 04-05.12.2025 37 4. Davenport, T. H., & Ronanki, R. (2018). Artificial intelligence for the real world. Harvard Business Review, 96(1), 108-116. 5. Fenech, R., Baguant, P., & Ivanov, D. (2019). The changing role of human resource management in an AI world. International Journal of Human Resource Studies, 9(4), 1-14. 6. Ghosh, S., & Ghosh, S. K. (2020). Artificial intelligence in HR management: A review. Journal of Management Development, 39(9), 1257-1270. 7. Kavanagh, M. J., Thite, M., & Johnson, R. D. (2020). Human resource information systems: Basics, applications, and future directions (4th ed.). Sage Publications. 8. Levy, F., & Murnane, R. J. (2019). The new division of labor: How computers are creating the next job market. Princeton University Press. 9. Marler, J. H., & Boudreau, J. W. (2017). An evidence-based review of HR analytics. International Journal of Human Resource Management, 28(1), 3-26. 10. Miniailenko, I., Byba, V., Yusifov, E., & Pavelieva, A. (2022). The role of financial and investment potential in achieving economical equilibrium in construction. Lecture Notes in Civil Engineering, 181, 677696. https://doi.org/10.1007/978-3-030-85043-2_64 11. Pandey, J., & Khaskel, A. (2021). AI-based HR analytics and decision-making effectiveness. Journal of Business Research, 134, 513-521. 12. Tambe, P., Cappelli, P., & Yakubovich, V. (2019). Artificial intelligence in human resources management. Academy of Management Annals, 13(2), 1-34. 13. Yusifov, E. (2021). Level of implementation and development directions of innovations in the field of construction and investment in Azerbaijan. Building Innovations, Poltava, Ukraine, 20-21 June, pp. 323327 14. Yusifov, E., Sarkarli, A., & Kushnirova, T. (2022). Analysis of the role and place of the building materials industry in the development of Azerbaijan’s economy. Lecture Notes in Civil Engineering, 181, 809819. https://doi.org/10.1007/978-3-030-85043-2_74 XXIV international scientific conference. London. Great Britain. 04-05.12.2025 38 THE ROLE OF CORPORATE CULTURE IN DRIVING ORGANIZATIONAL PERFORMANCE: AN EMPIRICAL AND METHODOLOGICAL INVESTIGATION Zhang Xingang Al-Farabi Kazakh National University Al-Farabi business school, DBA, 2nd year student. Scientific adviser: Koshkina Olga Valentinovna PhD in Finance Abstract Corporate culture stands as a profound and often intangible force that fundamentally shapes an organization’s identity, guiding behaviors, shaping decision-making, and influencing interactions within teams. It encompasses a spectrum of shared values, beliefs, norms, and practices that collectively define how individuals collaborate and pursue shared objectives. As businesses navigate a rapidly shifting global landscape, the role of corporate culture in driving organizational performance has become an increasingly vital subject of research and strategic focus for leaders and practitioners. In today's highly competitive and dynamic environment, corporate culture has emerged as a central determinant of organizational success. A strong, well-defined culture not only influences the behaviors and workflows within the organization but also plays a significant role in enhancing strategic decision-making, fostering innovation, and maintaining competitive advantage. This study aims to delve into the intricate relationship between cultural dynamics and organizational outcomes, revealing the ways in which cultural elements such as shared values, communication styles, and leadership approaches contribute to or detract from overall effectiveness. Specifically, this research focuses on understanding how cultural dimensions drive key organizational outcomes, including employee engagement, innovative capabilities, adaptability to change, and operational efficiency. By investigating these elements, the study seeks to provide insight into the underlying mechanisms through which corporate culture serves as a catalyst for success—or, in some instances, as an obstacle. A notable objective of this work is to tackle the inherent methodological challenges of quantifying and evaluating the impact of corporate culture. It offers a structured and systematic framework designed to provide meaningful insights, not only for academic audiences but also for organizations striving to refine their management practices. Keywords: Corporate Culture, Organizational Performance, Cultural Alignment, Employee Engagement, Innovation. Introduction: This research sets out to cultivate a profound understanding of how key dimensions of corporate culture—such as shared values, communication styles, and leadership approaches—serve as critical drivers of organizational effectiveness. By incorporating both empirical data and robust methodological frameworks, the study aims to deliver actionable insights that empower organizations to leverage their cultural strengths to enhance performance metrics. At its core, the hypothesis suggests that organizations with a cohesive and wellaligned corporate culture tend to achieve heightened levels of employee engagement, productivity, and innovation, ultimately resulting in superior organizational outcomes. To explore this hypothesis, the research employs a mixed-methods approach that integrates quantitative analysis with qualitative inquiry. This includes statistical evaluations to identify correlations between cultural dimensions and performance indicators, coupled with case studies and interview-based assessments to capture qualitative insights. This dual-layered methodology enables a more comprehensive and nuanced examination of how cultural attributes tangibly translate into performance improvements, providing a multidimensional understanding of their impacts. Methods and materials The primary objective of this study is to add to the growing discourse on corporate culture by offering not only empirical validation of its importance but also a methodological framework for evaluating and optimizing its effects on organizational performance. Through its findings, the research is expected to underline the significance of fostering a strong and adaptive corporate culture while presenting pragmatic recommendations for managers seeking to align cultural practices with their strategic objectives. Recent research emphasizes the profound influence of corporate culture on various facets of organizational performance. A robust corporate culture fosters job satisfaction, minimizes employee turnover, and ensures alignment between individual roles and strategic goals. For instance, research conducted in the energy sectors of developing countries reveals that corporate culture significantly impacts overall organizational performance, particularly benefiting administrative employees more than technical staff [1]. Moreover, specific XXIV international scientific conference. London. Great Britain. 04-05.12.2025 39 cultural dimensions, such as innovation, collaboration, control, and results orientation, have been found to shape distinct areas of organizational effectiveness [2]. These cultural attributes reinforce shared norms and values, fostering employee motivation and commitment, which in turn enhances performance and accelerates the achievement of organizational goals [ibid]. Consequently, developing and nurturing a strong corporate culture is regarded as a critical strategy for leaders aiming to improve both employee and organizational performance [3]. Results A central pillar of corporate culture is the presence of shared values, which underpin the coherence and unity within an organization. According to Schein (1992), these foundational beliefs serve as guiding principles, influencing both employee behavior and organizational decision-making processes. Data from Gallup (2017) highlights the practical significance of cultural alignment, revealing that organizations with clearly articulated and embraced shared values see a 21% increase in productivity and 25% higher profitability compared to counterparts with weaker cultural cohesion. These findings demonstrate that strong shared values are not only fundamental to consistent performance but also foster greater accountability and enhance employee commitment. Furthermore, the impact of communication styles within an organization plays an equally vital role in cultivating effectiveness. Transparent and open communication fosters trust and collaboration while enabling organizations to adapt to dynamic market challenges. Leaders who prioritize effective communication frameworks ensure that employees remain aligned with the organization's strategic direction, further reinforcing team cohesion and engagement. Empirical evidence suggests that effective communication not only improves decision-making processes but also drives employee empowerment and innovation [ibid]. Corporate culture is a multifaceted concept that significantly influences organizational effectiveness. Research consistently highlights that dimensions such as shared values, communication styles, and leadership practices are integral to shaping an organization’s performance and adaptability. Shared values, often regarded as the foundation of corporate culture, establish a unified sense of purpose and direction among employees. When these values align with organizational objectives, they foster a cohesive work environment, enhancing employee engagement and productivity. For instance, studies have shown that organizations with clearly articulated and widely embraced values experience higher levels of employee satisfaction and commitment [4]. Effective communication plays a fundamental role in cultivating a culture defined by trust and transparency. According to a Harvard Business Review report (2018), organizations that implement open, two-way communication frameworks see a remarkable 19% increase in employee engagement and a 15% rise in innovation. These advancements stem from improved information flow, which helps to eliminate misunderstandings and promotes collaborative problem-solving. Open communication fosters an inclusive environment where employees feel confident sharing their ideas, leading to meaningful contributions that enhance operational performance and strengthen strategic agility. Such practices not only amplify individual input but also create a cohesive team dynamic, ensuring organizational resilience in the face of challenges. Leadership emerges as another cornerstone in shaping and sustaining corporate culture. Cameron and Quinn (2006) highlight the importance of leadership practices rooted in vision, ethical conduct, and empowerment. Leaders who embody these qualities are instrumental in fostering a culture that aligns with and reinforces strategic objectives. Insights from McKinsey Global Institute (2019) reveal that organizations with robust leadership frameworks report up to a 30% increase in employee retention alongside notable gains in revenue growth. This correlation underscores that effective leadership not only motivates and inspires employees but also sets a clear benchmark for excellence, ensuring that cultural values are seamlessly integrated into daily operations. Moreover, visionary leadership creates ripple effects that go beyond operational efficiency. Ethical conduct fosters trust at all levels, while empowerment encourages innovation and independent thinking. Leaders who prioritize open dialogue and inclusivity enable employees to feel valued, further strengthening their commitment to the organization's mission. This holistic approach to leadership not only drives individual performance but also ensures the longevity and adaptability of corporate culture. By intertwining open communication and effective leadership practices, organizations can establish a cultural foundation that enhances transparency, collaboration, and innovation. These dimensions together solidify an environment in which employees are motivated to contribute meaningfully, and in which strategic objectives are met with collective effort and commitment. Such a culture serves as a critical driver of sustained organizational growth and success. XXIV international scientific conference. London. Great Britain. 04-05.12.2025 40 Dimension of Corporate Culture Description Impact on Organizational Effectiveness Source Shared Values Core beliefs that guide behavior and decision-making Up to 21% increase in productivity; 25% higher profitability Schein (1992), Gallup (2017) Communication Styles Openness and clarity in internal communications 19% boost in employee engagement; 15% increase in innovation Harvard Business Review (2018) Leadership Practices Visionary and ethical leadership that reinforces culture 30% improvement in retention; significant revenue growth Cameron and Quinn (2006), McKinsey (2019) Table 1. Key Dimensions of Corporate Culture and Their Impact on Organizational Performance Communication styles within an organization are fundamental to its overall effectiveness and long-term success. Transparent and open communication fosters an environment of trust, collaboration, and innovation, which are essential for navigating the complexities of today’s business landscape. Organizations that actively prioritize effective communication are better positioned to overcome challenges and adapt to shifting market dynamics. Empirical research highlights that companies with well-established communication frameworks often demonstrate enhanced decision-making capabilities and more cohesive team dynamics. Moreover, the adoption of digital communication tools has transformed how organizations function, both internally and externally. These tools enable real-time feedback, enhance the clarity of information sharing, and promote a culture of continuous improvement by breaking down traditional communication barriers. Together, open communication and robust leadership create a synergistic effect within the organization. Transparent communication empowers employees with the knowledge and confidence to participate actively in decision-making, while effective leaders guide and reinforce cultural norms, ensuring cohesion and alignment with overarching goals. This combination drives not only operational efficiency but also cultural agility, enabling organizations to thrive in dynamic and competitive environments. By prioritizing these dimensions—transparent communication and visionary leadership—organizations establish a strong cultural foundation that enhances collaboration, fosters innovation, and amplifies employee engagement. These practices ensure strategic objectives are achieved through a united effort, positioning the organization for sustained success and adaptability in the face of future challenges[5]. Insights derived from interviews with industry leaders and the analysis of organizational reports underscore the value of investing in culture-building activities. Initiatives like regular team-building events, leadership development workshops, and structured feedback processes have been shown to provide a tangible competitive edge. Organizations that implement such programs outperform their peers by fostering environments in which employee satisfaction flourishes. This, in turn, creates a collaborative culture where strategic goals are clearly articulated and collectively pursued, ensuring all team members work in harmony toward shared success. This cultural adaptability is often deeply rooted in a commitment to continuous learning and the pursuit of innovation. Organizations that embed these principles within their culture encourage employees to explore creative solutions, take calculated risks, and embrace evolving challenges with confidence. Such a culture does not merely react to changes but proactively positions itself to thrive in dynamic environments. The integration of adaptability with cultural practices ensures that both employees and organizations are resilient, resourceful, and forward-thinking in achieving their goals. This dual approach provides actionable insights that empower organizations to refine their cultural strategies. Structured feedback and performance evaluation systems offer measurable benchmarks for progress, while the nuanced findings from qualitative research guide deeper cultural alignment efforts. Together, these methodologies bridge the gap between statistical evidence and human experience, presenting a dynamic understanding of how corporate culture shapes organizational success[6]. Conclusion: As the global business environment undergoes constant evolution, the refinement of corporate culture remains indispensable for achieving sustained success and resilience. The influence of corporate culture on organizational outcomes is multifaceted, as shared values, communication styles, and leadership practices transcend being theoretical ideas and emerge as actionable forces driving both performance and adaptability. Shared values serve as the guiding principles that create coherence, enabling organizations to achieve alignment across all levels. Communication practices act as the lifeline that facilitates transparency, collaboration, and the effective exchange of ideas, while leadership practices foster a culture of empowerment and strategic foresight. Together, these dimensions collectively form the core mechanisms through which organizations meet their strategic objectives. Corporate culture is not a static entity; it evolves in response to internal and external forces. The ongoing adaptation of cultural practices ensures that organizations remain agile and responsive to challenges and opportunities within their markets. Continuous refinement of corporate culture XXIV international scientific conference. London. Great Britain. 04-05.12.2025 47 responsibility. The state of necessity represents one of these exceptions in criminal law, and its application is considered prior to adjudicating the act committed by a person in order to protect themselves or others. In such cases, the criminal act is carried out with the aim of preventing a greater danger, thereby making it possible for the individual to be exempted from liability. The state of necessity refers to a situation in which an individual commits a criminal act solely for the purpose of averting a more serious danger. In such cases, the act is directed toward eliminating the threat confronting the individual. The necessity defence is widely applied in international criminal law, particularly during armed conflicts and situations of war. This defence may exclude criminal liability for acts committed with the intention of protecting oneself or another person. Moreover, the state of necessity is reflected in the jurisprudence of international criminal courts, where it may be invoked, especially in cases involving the prevention of “excessive or disproportionate violence.” In international law, the concept of necessity is comprehensively regulated, particularly within the framework of the Rome Statute (1998). Article 31 of the Rome Statute stipulates that the defence of necessity may be invoked; however, its application is permitted only under specific conditions and is not based solely on recharacterizing the legal nature of the act. In addition to this, the conduct of the accused may be mitigated, meaning that although the individual committed the act, it was carried out with the intention of averting a greater danger [5]. This constitutes one of the fundamental principles of international criminal law and is frequently applied in the context of the law of armed conflict and situations of warfare. The application of the necessity defence is considered within defined parameters of international law, particularly before adjudicating acts committed by individuals during armed conflicts or wartime [3, p. 458]. Nevertheless, in certain circumstances, an individual committing a criminal act may be acting not only out of necessity but also under severe coercion. This situation is linked to the concept of duress, whereby an individual may be compelled to commit a criminal act in order to protect their own life or physical integrity. Duress may render an individual's actions lawful in situations involving aggression or other serious threats. The state of duress refers to situations in which an individual commits a criminal act under coercion. In such circumstances, the person, compelled by external pressure, commits the act with the primary aim of protecting their own life or physical integrity. Duress is predominantly applied in international law within the context of war or armed conflict. In these situations, the fact that the individual was acting under threat raises questions regarding the extent to which they can be held criminally responsible for their actions. In situations of international conflict or armed confrontation, the application of duress has played a significant role in the jurisprudence of the Nuremberg Trials and other international tribunals. Following the Second World War, the Nuremberg Tribunals examined the defence of duress in proceedings concerning war crimes. Such cases addressed whether an individual acted under threat or coercion, which could potentially exempt them from criminal liability. For example, in Prosecutor v. Göring, several military leaders attempted to justify their involvement in war crimes by invoking the defence of duress. However, the Tribunal frequently rejected this argument, as many of the acts in question were carried out pursuant to “manifestly unlawful orders.” In international law, issues related to duress have been extensively examined, particularly by the International Criminal Court and other tribunals dealing with war crimes. Duress constitutes a contentious and complex defence mechanism applied to acts committed by individuals who claim to have acted under threat for the purpose of self-preservation. Because duress involves situations in which a person commits a criminal act under coercion or imminent threat, it often leads to nuanced and disputed evaluations of such conduct within international legal practice [1]. These situations are widely analyzed both in the context of war crimes and in relation to the rights of civilians to defend themselves against aggression. The application of the right to defence in such cases is grounded in the principle of personal self-defence. Personal self-defence encompasses actions undertaken by an individual to protect themselves or another person, and under international law, the use of force may be justified if it is exercised to counter an act of aggression. Personal self-defence encompasses actions undertaken by an individual to protect themselves or another person. In international law, it is primarily associated with the inherent right of self-preservation. When an individual uses force in response to an attack that threatens their life or physical integrity, such conduct may, under certain conditions, be considered justified. The validity of the self-defence claim depends on the immediacy and disproportionality of the threat; that is, the individual must act to repel an imminent and unevenly distributed aggression directed against themselves or another person [7, p. 243]. In international law, the issue of personal self-defence is specifically regulated by the United Nations Human Rights Committee. The right to personal self-defence permits an individual, in international contexts— particularly during war and armed conflict—to resort to the use of force when necessary [2]. However, this defence is applicable only when the attack is imminent and when the circumstances create a necessity for the XXIV international scientific conference. London. Great Britain. 04-05.12.2025 48 individual to act. The right of self-defence may also be invoked in situations where civilians resort to force for the purpose of protecting themselves from aggression. In the context of international armed conflicts, Article 31 of the Rome Statute regulates the right to personal self-defence and its application. This provision establishes the legal basis upon which combatants may act to protect themselves or others during warfare. However, the defence may be invoked only when necessity exists—namely, when the actions of the opposing party constitute an imminent attack requiring immediate protection. Furthermore, the use of force in self-defence must remain proportionate; excessive or unnecessary violence is prohibited, and individuals are required to act strictly within the limits of necessity. This principle, reflected in the international norms governing the law of armed conflict, establishes that military personnel possess the right to protect themselves and others only in a lawful and proportionate manner. Moreover, the International Criminal Court (ICC) requires that, in cases where the right of personal self-defence is invoked, there must be evidence demonstrating that the individual was subjected to disproportionate or unequal force at the time of the act. In international law, actions carried out within the framework of a lawful operation or under lawful authority are also classified among the grounds excluding criminal responsibility. If an individual acts on the basis of legal authority or within the limits of lawful competence, their conduct is not subject to criminal sanction. Accordingly, when a person engages in conduct pursuant to a lawful mandate or authorization, no legal liability arises [4]. In international criminal law—particularly during military operations—actions performed by military personnel in compliance with lawful orders fall within this category. This approach ensures that individuals who act on the basis of legitimate military orders, especially in the context of the law of armed conflict and situations of hostilities, are exempt from criminal responsibility. However, such exemptions are applicable only if the order executed is itself lawful and the individual’s conduct remains within the scope of legal authority. The Rome Statute and the Nuremberg Principles regulate these matters, emphasizing that the defence is valid only when military orders are grounded in lawful authority [6]. The Nuremberg Principles establish that military personnel acting pursuant to lawful orders during wartime may be exempt from criminal responsibility. However, these principles also make clear that the execution of manifestly unlawful orders is impermissible. In other words, military personnel may avoid criminal liability only when carrying out orders that are lawful. The Rome Statute reaffirms this approach, emphasizing that war-related acts may be defended on legal grounds, provided that the order in question was not “manifestly unlawful” and did not, by its nature or context, obviously constitute a criminal act [9]. Article 33 of the Rome Statute provides that military personnel may be exempt from criminal responsibility when acting pursuant to lawful orders. This provision ensures that an individual is not held criminally liable when their conduct is based solely on the execution of lawful commands. However, it must be emphasized that if a military order is unlawful or violates fundamental human rights, compliance with such an order gives rise to criminal responsibility. The Nuremberg Tribunals applied this principle by exempting military personnel from liability only when the orders they followed were lawful. Moreover, this principle may also extend to the protection of civilians. When civilians act within the bounds of lawful authority and in accordance with legal mandates, they may similarly be exempt from criminal responsibility. Nevertheless, the execution of unlawful orders can in no case be invoked as a defence, whether by military personnel or civilians. Mental health is also recognized in international law as one of the principal grounds excluding criminal responsibility. If an individual, due to a mental disorder or psychological illness, is unable to understand the nature of their criminal act or incapable of appreciating their own culpability, this circumstance may exempt them from criminal liability. Such exceptions hold significant importance in international criminal law and are applied by bodies such as the International Criminal Court (ICC) and other international tribunals. This approach upholds the principle that individuals should not be held responsible for criminal conduct if their mental condition prevents them from comprehending or controlling their actions. Article 31(1)(a) of the Rome Statute regulates issues related to mental disorders. According to this provision, an individual may be exempted from criminal responsibility if, due to a mental disease or psychological disorder, they are unable to appreciate the unlawfulness of their conduct or lack the capacity to understand their culpability at the time of the act [9]. This clause allows for the exemption of persons with impaired mental health from criminal liability, as such individuals are incapable of comprehending the legal consequences of their actions and, therefore, cannot be subjected to criminal prosecution. This rule applies even in the context of the gravest international crimes, including war crimes and crimes against humanity. When applying this provision, the International Criminal Court (ICC) carefully examines the individual’s mental condition and their capacity to understand or control their conduct at the relevant time [8]. In such proceedings, an independent psychiatric evaluation of the individual’s mental state is required. XXIV international scientific conference. London. Great Britain. 04-05.12.2025 49 Based on international practice, disputes concerning mental health disorders have been examined in numerous national jurisdictions as well as international courts. In proceedings before the International Criminal Court (ICC), the mental condition of an accused has often been taken into account when assessing criminal responsibility. For example, in Prosecutor v. Jean-Pierre Bemba, the ICC considered issues related to the defendant’s mental state and evaluated whether he was capable of understanding the nature and implications of his actions [10]. In such cases, courts rely on independent expert assessments regarding the individual’s mental health condition and render decisions on the basis of these professional evaluations. In international law, the rules concerning mental health serve as an essential factor in determining an individual’s culpability and criminal responsibility. The mental condition of the accused—particularly at the time the offence was committed—plays a decisive role in establishing whether the individual may be exempted from liability, thereby ensuring the fair application of international legal standards. These considerations also reinforce the consistency of legal analysis and judicial principles related to Article 31 of the Rome Statute. References 1. Cassese, A. (2003). International Criminal Law (2nd ed.). Oxford University Press. 2. Dörmann, K. (2003). The Legal Regime of the International Criminal Court: Jurisdiction, Admissibility, and Applicable Law. Oxford University Press. 3. Ginsburgs, G. (1990). International Criminal Law and the Concept of Responsibility. Journal of International Criminal Justice, 9(3), 455–460. https://doi.org/10.1093/jicj/mqaa054 4. International Committee of the Red Cross. (1949). Geneva Conventions of 12 August 1949. Retrieved from https://www.icrc.org/en/doc/resources/documents/misc/geneva-conventions.htm 5. International Criminal Court. (1998). Rome Statute of the International Criminal Court. Retrieved from https://www.icc-cpi.int/resource-library 6. Lattanzi, F., & Liguori, G. (2014). International Criminal Law: A Critical Introduction. Routledge. 7. Meron, T. (2000). War Crimes Law Comes of Age. The American Journal of International Law, 94(1), 240–244. https://doi.org/10.2307/2555260 8. Robinson, D. (2015). The International Criminal Court: Challenges to Achieving Justice and Accountability. Cambridge University Press. 9. Roma Statute of the International Criminal Court. (1998). Rome Statute, 31st Article, Legal Defenses. Retrieved from https://www.icc-cpi.int/resource-library 10. Schabas, W. A. (2017). An Introduction to International Criminal Law and Procedure (4th ed.). Cambridge University Press. XXIV international scientific conference. London. Great Britain. 04-05.12.2025 50 GENDER EMPLOYMENT GAP: CHALLENGES FOR KAZAKHSTAN Mitasheva Leila Student of the Department of National and International Law Turan-Astana University Astana, Republic of Kazakhstan Aizhan Satayeva Senior Lecturer, Master of Law Turan-Astana University Astana, Republic of Kazakhstan Abstract This article examines issues of gender discrimination in the labour market as a phenomenon of slow yet persistent development. The paper analyses its underlying causes and the current state of the problem, taking into account international agreements, statistical data, and available judicial practice. Special attention is given to the rapid development of modern Kazakhstan and the potential ways to improve the legal mechanisms of protection. The material is recommended for young people, especially students interested in the development of their country and the formation of a competitive state. Keywords: gender equality; labour relations; labour market; gender-based discrimination; gender policy; legal mechanisms; rule of law. Introduction Ensuring gender equality in the field of labour is one of the central tasks of the socio-legal development of the Republic of Kazakhstan. Despite constitutional guarantees of equal rights and the prohibition of discrimination, as well as the adoption of special laws and the incorporation of international norms into national legislation, labour practices still show significant differences in the positions of men and women. These differences manifest in horizontal and vertical segregation, wage disparities, limited career prospects, and unequal distribution of care responsibilities. Kazakhstan has been consistently reforming its labour policy, implementing international obligations, eliminating discriminatory restrictions, and improving mechanisms to protect women's labour rights. However, research shows that legal norms alone are insufficient: socio-economic factors, stereotypes about “traditional roles,” and structural features of the labour market continue to influence women’s real employment opportunities. 1. Theoretical and Legal Foundations of Gender Equality and the Prohibition of Discrimination Gender equality is one of the fundamental principles of a modern rule-of-law state, enshrined in both international and national legal norms. International standards, including ILO Convention No. 100 “On Equal Remuneration for Men and Women Workers for Work of Equal Value” (1951) and ILO Convention No. 111 “Discrimination in Respect of Employment and Occupation” (1958), oblige states to eliminate wage disparities and prohibit all forms of discrimination in the labour sphere [4; 5]. The UN Convention on the Elimination of All Forms of Discrimination against Women (CEDAW, 1979) establishes the obligation of states to ensure equal employment opportunities, protect women from dismissal based on sex, and guarantee equal access to professional training and career advancement [6]. At the national level, the Constitution of the Republic of Kazakhstan (Art. 14) establishes the principle of equality and prohibits discrimination on the basis of sex [1]. The Labour Code of the Republic of Kazakhstan (Art. 6) further specifies these guarantees, ensuring equal rights regarding employment, remuneration, and promotion [2]. The Law “On State Guarantees of Equal Rights and Equal Opportunities for Men and Women” defines protection mechanisms and employer responsibilities [3]. Despite these norms, research shows that formal equality does not eliminate hidden forms of discrimination, such as restrictions on career advancement, occupational segregation, and wage disparities. Kamidola and Chernobyl (2022) note that even after the abolition of the list of prohibited occupations for women, social and corporate barriers remain [7]. Kemelbayeva and Ospanov (2024) similarly emphasize the need for an integrated approach combining legal, social, and economic tools [8]. XXIV international scientific conference. London. Great Britain. 04-05.12.2025 51 2. Socio-Economic Manifestations of Gender Inequality in the Labour Market Despite formally equal rights, Kazakhstan’s labour market remains segregated. Women are predominantly represented in low-paid and socially oriented sectors such as education, healthcare, social services, and administrative work. Men, on the other hand, dominate in industry, construction, transport, and mining sectors [6; 8]. The main causes of this segregation include: • historically established social roles and persistent stereotypes; • unequal distribution of family responsibilities; • limited mobility and reduced economic activity; • structural barriers to career promotion. Statistics confirm the persistence of the gender pay gap, which ranges from 20% to 30% across different sectors, exceeding the average European indicators [8]. Women are also underrepresented in managerial positions, illustrating the “glass ceiling” effect. Beisenova and Rakisheva (2022) emphasize that even after restrictions on “non-female professions” were removed, structural inequality in access to higher positions persists [9]. Thus, socio-economic factors continue to reinforce labour market segregation and limit the implementation of equal opportunity principles. 3. Issues of Legal Regulation and Enforcement Despite a well-developed legal framework, Kazakhstan faces several challenges in practice: 1. Formal and informal restrictions still hinder women’s access to certain professions, contradicting international standards [5]. 2. Weak judicial and administrative protection mechanisms: women rarely file complaints due to fear of dismissal and difficulties in proving hidden discrimination [2; 3]. 3. Inefficiency of the presumption of discrimination: the burden of proof often falls on the employee rather than the employer. 4. Dual nature of social protection measures (maternity leave and related benefits): while they protect women, they also increase employer costs and influence hiring decisions [7]. These challenges highlight the need to improve enforcement mechanisms and strengthen employer responsibility. 4. Ways to Overcome Gender Discrimination: International Experience and Prospects for Kazakhstan International practice demonstrates the effectiveness of combining anti-discrimination measures with institutional support. Effective tools worldwide include: • gender quotas in politics and corporate governance (EU, Scandinavia); • pay transparency and mandatory salary range publication; • enhanced maternity and paternity protection; • accessible childcare services; • reverse burden of proof in discrimination cases. For Kazakhstan, promising measures include: 1. Full elimination of regulatory restrictions on women’s access to certain professions [7]. 2. Introduction of mechanisms for monitoring equal pay based on “equal value of work” [4]. 3. Expansion of state support programs for female entrepreneurship [8]. 4. Mandatory employer reporting on gender composition and pay gaps [9]. 5. Strengthening the role of the Ombudsman and labour inspections in addressing hidden discrimination [3; 9]. Comprehensive implementation of these measures can enhance women’s participation in high-tech and managerial sectors, improving labour market efficiency and social stability. Conclusion Gender-based discrimination in the labour market of Kazakhstan remains a complex issue that includes legal, social, and economic dimensions. Despite a strong legal framework, formal equality is often limited by hidden barriers, structural segregation, and insufficient monitoring mechanisms. Effective elimination of discrimination requires: • improving legislation and clarifying legal norms; • strengthening institutional oversight and judicial protection; • increasing transparency in remuneration and promotion practices; • fostering corporate culture based on equality; XXIV international scientific conference. London. Great Britain. 04-05.12.2025 52 • developing social and educational policies aimed at changing stereotypes. Only a comprehensive approach will ensure the implementation of constitutional and international guarantees of equality and contribute to building a fair and efficient labour market. References 1. Konstitutsiya Respubliki Kazakhstan (1995). 2. Trudovoi Kodeks Respubliki Kazakhstan (2015). 3. Zakon Respubliki Kazakhstan “O gosudarstvennykh garantiyakh ravnykh prav i ravnykh vozmozhnostei muzhchin i zhenshchin” (2009). 4. Konventsiya MOT No. 100 “O ravnom voznagrazhdenii muzhchin i zhenshchin za trud ravnoi tsennosti” (1951). 5. Konventsiya MOT No. 111 “O diskriminatsii v oblasti truda i zanyatii” (1958). 6. Konventsiya OON CEDAW (1979). 7. Kamidola A., Chernobyl T. (2022). Svobodnye v svoem vybore: otmena ogranichenii na zhenskie professii v Kazakhstane. Free to Choose: The Removal of Restrictions on Women’s Employment in Kazakhstan. 8. Kemelbaeva S., Ospanov A. (2024). Gendernaya ekonomika: sovremennye vyzovy i kazakhstanskii kontekst. Gender Economics: Contemporary Challenges and the Kazakhstani Context. 9. Beisenova A. A., Rakisheva N. K. (2022). Problemy zhenskoi zanyatosti i gendernogo neravenstva v Kazakhstane. Women’s Employment Issues and Gender Inequality in Kazakhstan. XXIV international scientific conference. London. Great Britain. 04-05.12.2025 53 Mathematical sciences THE IMPACT OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES ON THE IMPROVEMENT OF MATHEMATICAL STATISTICS METHODS Umbetbekov A.T. associate pofessor, META University Mazhit Zh.B. Master of Mathematics, Rustemova K.Zh. candidate of physical and mathematical sciences, assistant professor, Abdimanapova P.B. PhD, assistant professor, Almaty Technological University, Almaty, Republic of Kazakhstan Abstract The article discusses the main areas of application of artificial intelligence (AI) in the field of mathematical statistics. The advantages and limitations of modern machine learning algorithms in solving statistical problems, including parameter estimation, forecasting, and big data analysis, are analyzed. The role of AI in improving the accuracy of statistical models and automating data analysis is noted. The methods of experimental application of neural networks, deep learning methods and generative models in statistical research are presented. Keywords: artificial intelligence, mathematical statistics, machine learning, neural networks, forecasting, efficiency, modeling. The modern development of science and technology is accompanied by an increase in data volumes, which requires new approaches to their analysis and interpretation. Mathematical statistics traditionally plays a key role in data processing, providing methods for description, generalization, and hypothesis testing. However, in recent decades, artificial intelligence has come to the fore, capable of automating many analytical processes and significantly improving the effectiveness of statistical research. Artificial intelligence, including machine learning and deep learning, demonstrates a high ability to identify patterns in complex and high-dimensional data. This opens up new possibilities for mathematical statistics, where classical methods do not always cope with the increasing complexity of tasks. Classical mathematical statistics is based on probabilistic models and rigorous analytical assumptions, while artificial intelligence relies on empirical patterns revealed by self-learning algorithms. Linear regression; least squares methods; logistic regression; variance analysis are classical methods, while neural network, support vector method, random forest, and gradient boosting are intelligent methods. Mathematical statistics is the theoretical basis of many artificial intelligence methods. Most machine learning algorithms are based on statistical principles: Bayesian inference, maximum likelihood, regression analysis, and probability theory. Thus, artificial intelligence does not replace statistics, but develops its tools. Over the past two decades, the integration of artificial intelligence (AI) methods and classical mathematical statistics has evolved from separate research areas into a stable interdisciplinary field — statistical machine learning. There are several fundamentally different approaches to such synthesis in the scientific literature, each of which uses its own mathematical foundations, advantages and limitations. Bayesian and Probabilistic neural networks (Bayesian Deep Learning) One of the most active areas is making neural networks probabilistic in order to assess the uncertainty of predictions. Machine learning algorithms demonstrate resilience when working with samples of complex structure. The combination of statistical methods and machine learning algorithms provides an optimal balance of interpretability and accuracy of models. For example, linear and logistic regression methods, which are classical statistical models, underlie many learning algorithms with a teacher. Likelihood estimation methods are used in training neural networks, and Bayesian networks allow us to formalize probabilistic relationships between variables. The use of artificial intelligence in mathematical statistics covers a wide range of tasks: • Forecasting and regression. Machine learning algorithms (Random Forest, Gradient Boosting, neural networks) allow you to make more accurate predictions compared to traditional regression methods, especially in the presence of nonlinear dependencies and multidimensional data. XXIV international scientific conference. London. Great Britain. 04-05.12.2025 54 • Classification and clustering. Deep learning methods provide high accuracy of object recognition and grouping, which is actively used in medical statistics, economics, and sociology. • Big data processing. Modern statistical tasks are increasingly associated with Big Data. Artificial intelligence is able to process huge amounts of information in real time, revealing patterns that are inaccessible to classical methods. • Automation of data analysis. AI-based systems can independently select optimal statistical models, test hypotheses, and generate analytical reports without human intervention. The main advantages of introducing artificial intelligence into mathematical statistics are: improving the accuracy of models due to the ability of AI to take into account non-linear and hidden dependencies between variables; data processing speed, which allows you to analyze large amounts of information; automation of analysis processes, which reduces the influence of the human factor and increases the reproducibility of results; integration with other fields of science, such as econometrics, biostatistics, and data engineering analysis. Despite significant advances, the use of AI in mathematical statistics faces a number of challenges: 1) Interpretability of models. Deep neural networks often function as a "black box", which makes it difficult to statistically explain the results. 2) The need for large samples. Training AI models requires large and balanced data, which is not always possible in statistical research. 3) The possibility of retraining. Without careful adjustment of hyperparameters, models may lose their ability to generalize. 4) Ethical and methodological risks associated with the automation of statistical conclusions without sufficient expert supervision. In the future, statistics and artificial intelligence are expected to be closely integrated. The development of Explicable AI and Bayesian neural networks will make it possible to combine the accuracy of machine learning with the interpretability of statistical models. In addition, the field of automated statistical analysis (AutoML) is developing, where AI selects optimal methods and parameters without the participation of an analyst, which significantly speeds up the research process. Artificial intelligence is becoming a powerful tool for mathematical statistics, increasing the efficiency of data analysis and the quality of forecasts. However, its application requires a deep understanding of statistical principles, careful tuning of models and a critical attitude to the results. The synergy of statistics and AI opens up new horizons for science, business, and technology, making data analysis more accurate, flexible, and intelligent. References 1. Bishop C. M. Pattern Recognition and Machine Learning. Springer, 2006. 2. Kobzar A. I. Applied Mathematical Statistics. Moscow: Fizmatlit, 2012. 3. Tokbergenov D.B. Probability theory and mathematical statistics. Almaty, 2016. XXIV international scientific conference. London. Great Britain. 04-05.12.2025 55 Medical sciences PREDICTIVE MODELING OF DEVELOPMENT PRIMARY OPEN-ANGLE GLAUCOMA Abramov A.A. Clinic «Scandinavia», Saint Petersburg Introduction Glaucoma is a progressive optical neuropathy, the phenotypes of which vary significantly from patient to patient [1]. In some patients, they rapidly progress to significant visual impairment, despite intensive treatment, while in others the disease does not progress or progresses very slowly even without treatment [2]. The pathogenetic mechanism of glaucoma development is not fully understood. Since lowering intraocular pressure is the only proven way to slow the progression of glaucoma, modern treatment methods are mainly aimed at reducing intraocular pressure [3, 4]. However, intraocular pressure alone cannot explain the mechanism of glaucomatous lesion. Thus, patients may experience disease progression despite treatment aimed at reducing intraocular pressure [5, 6]. Patients with rapid progression of glaucoma, despite treatment, require correction of treatment: either intensification of taking medications that reduce intraocular pressure, or switching to surgical methods [7]. However, in patients with stable disease, such treatment will be excessive and may negatively affect their quality of life. The ability to predict the progression of glaucoma at baseline in individual patients may make it possible to determine treatment goals, optimizing both treatment and the patient's quality of life [8]. In addition, the identification of individual factors predicting the progression of the disease may help to understand the mechanism of glaucoma optic neuropathy for each eye, which will allow for individual treatment of each eye. Materials and methods Primary open-angle glaucoma was diagnosed on the basis of an open iridocorneal angle during gonioscopy and signs of glaucomatous damage to the optic nerve with a persistent visual field defect. Glaucomatous visual field defect was determined by one or more Anderson-Patella criteria: the results of the glaucoma halffield test, exceeding the norm, clusters of ≥3 points that are not edges on the graph of pattern deviation with a probability of <5%, with one point having a probability of <1%, and a probability of <5% of the standard pattern deviations, confirmed by two consecutive reliable tests (frequency of fixation loss <20% and frequency of false positive and false negative errors <25%). Results A one-factor analysis showed that higher initial intraocular pressure, glaucoma surgery during the first 6 months, and a higher average index of lattice plate curvature were significantly associated with faster thinning of the retinal nerve fiber layer (p<0.001). Multifactorial analysis showed that higher initial intraocular pressure, a higher average index of curvature of the latticed plate and a lower thickness of the choroid were independently associated with a rapid thinning of the thickness of the retinal nerve fiber layer. Nonlinear correlations estimated using polynomial regression showed significant or borderline significant superiority over linear correlations for all four variables. The model described in this study made it possible to identify ophthalmological factors that could predict the future rate of thinning of the retinal nerve fiber layer for more than 5 years in patients with open-angle glaucoma. The strongest characteristics in the forecasting model were also identified as significant factors in multivariate regression analysis, which confirmed the accuracy of the forecasting model. Traditional regression models assume that all relationships are linear, which is not true in real-world applications. The advantage of machine learning models is that they take into account all potential nonlinear relationships and interactions between features, which allows us to develop more realistic forecasting models. The Random Forest model is recognized as one of the most powerful machine learning methods in the development of disease prediction models [9, 10]. The advantage of Random Forest compared to neural network models is that fewer hyperparameters are selected during training, which reduces the likelihood of overfitting and simplifies model construction. The main limitation of "Random Forest" was its high complexity, making it difficult to interpret. However, the development of artificial intelligence has made it easier to interpret "Random Forest". It has been shown that artificial intelligence explains machine learning models well even with a moderate amount of data [11, 12]. In this study, a decision tree model was also used for analysis. The decision tree model itself can illustrate groups with similar characteristics that can interact with each other, influencing the dependent variable. XXIV international scientific conference. London. Great Britain. 04-05.12.2025 56 Using a decision tree, we were able to stratify patients with different rates of retinal nerve fiber thinning according to various dominant features that may contribute to the rate of progressive retinal nerve fiber thinning. Summary The machine learning approach to developing a predictive model has made it possible to identify and interpret important ophthalmological features that indicate the future progression of glaucoma. Predictive modeling can contribute to automated risk prediction, which can help identify the mechanisms underlying the pathogenesis of glaucoma and better identify long-term treatment strategies for individual glaucoma patients. References 1. Agarkov N.M., Artemenko M.V., Dmitrieva V.V., Babkov A.S., Gorbatenko S.A. Screening and diagnosis of gastric cancer based on fuzzy models of blood structure and patient's medical history. 2015. No. 2. pp. 23-26. 2. Agarkov N.M., Kopylov A.E., Titov A.A., Negrebetsky V.A., Osmanov R.E. Features of geriatric status in patients with arterial hypertension and coronary heart disease (review) // Scientific results of biomedical research. 2024. Vol. 10, No. 1. pp. 112-125. 3. Agarkov N.M., Yablokov M.M., Konyaev D.A., Popova N.V. Cognitive and anxiety-depressive disorders in patients suffering from age-related macular degeneration and cataracts // Bulletin of the Russian Military Medical Academy. 2021. Vol. 23, No. 2. pp. 83-90. 4. Verzilina I.N., Agarkov N.M., Churnosov M.I. The impact of anthropogenic atmospheric pollution on the frequency of congenital malformations // Hygiene and Sanitation. 2008. No. 2. pp. 17-20. 5. Verzilina I.N., Agarkov N.M., Churnosov M.I. Prevalence and structure of congenital malformations in newborns in Belgorod // Pediatrics. The G.N. Speransky Journal. 2009. Vol. 87, No. 2. pp. 151-154. 6. Verzilina I.N., Agarkov N.M., Churnosov M.I. Investigation of the influence of solar activity on the frequency of congenital malformations // Hygiene and sanitation. 2008. No. 5. pp. 17-20. 7. Agarkov N.M., Makkonen K.F., Aksenov V.V., Yakovlev A.P., Lutsenko V.D. The use of flow cytometry and diagnostically significant indicators of systemic cellular immunity for the diagnosis of acute endometritis // Clinical laboratory diagnostics. 2017. Vol. 62, No. 9. pp. 563-567. 8. Agarkov N.M., Golovchenko O.V., Okhotnikov O.I., Budnik I.V., Aksenov V.V., Ivanov V.A. Improving the diagnosis of acute endometritis based on modeling and cluster analysis of local immunity parameters // Clinical laboratory diagnostics. 2018. Vol. 63, No. 4. pp. 239-242. 9. Agarkov N.M., Agarkova V.N., Aksenov V.V., Kicha D.I., Shulga L.V., Budnik I.V., Afanasova E.P. Rationalization of laboratory diagnostics of acute salpingoophoritis according to informative parameters of humoral immunity // Clinical laboratory diagnostics. 2017. Vol. 62, No. 11. pp. 690-693. 10. Agarkov N.M., Makaryan A.S., Gontareva I.S. Improving the diagnosis of chronic periodontitis in children // Infection and immunity. 2020. Vol. 10, No. 3. pp. 558-564. 11. Agarkov N.M., Gontarev S.N., Gontareva I.S., Zamulin D.O. Diagnosis of chronic periodontitis in children by informative immunological indicators // Scientific bulletin of Belgorod State University. Series: Medicine. Pharmacy. 2019. Vol. 42, No. 4. pp. 459-469. 12. Kutsenko G.I., Vyalkov A.I., Agarkov N.M. Public health and healthcare : A course of lectures : Textbook for students of medical universities; XXIV international scientific conference. London. Great Britain. 04-05.12.2025 63 echogenicity, the structure of the node is heterogeneous, increased vascularization is possible); computed tomography of the larynx (a tumor formation of the larynx, occupying the right or left half, spreading to the piriform sinus or the root of the tongue or soft tissues of the anterior surface of the neck, or to the trachea area, conglomerates of lymph nodes of various sizes are possible, compressing or displacing or growing into the vascular-nerve bundle of the neck); biopsy of a laryngeal tumor (cytological examination of the material reveals an increase in the size of the cell up to giant, a change in the shape and number of intracellular elements, an increase in the size of the nucleus, its contours, different degrees of maturity of the nucleus and other elements of the cell, a change in the number and shape of nucleoli; histological examination of the material reveals large polygonal or spiky cells with well-defined cytoplasm, round nuclei with clear nucleoli, with the presence of mitoses, the cells are arranged in the form of cells and cords with or without the formation of keratin, the presence of tumor emboli in the vessels, the severity of lymphocyte-plasmocyte infiltration, mitotic activity of tumor cells); fine-needle aspiration biopsy of enlarged lymph nodes of the neck (during cytological examination of the material - an increase in the size of the cell up to giant, a change in the shape and number of intracellular elements, an increase in the size of the nucleus, its contours, different degrees of maturity of the nucleus and other elements of the cell, a change in the number and shape of nucleoli) [1]. As noted by Huang J. et al. [3] though the LC only has 1% of the total cancer cases and related deaths, it is a type of head and neck cancers with the highest prevalence. Cigarette smoking and alcohol consumption was found to have the strongest relation with LC; other potential risk factors include age (≥65), sex (male), family history of cancer, chemical workplace exposure, gastro-esophageal reflux, and exposure to human papillomavirus (HPV). In their work, the authors emphasize that the global incidence and mortality rates of LC in 2020 was extracted from the Global Cancer Observatory (GLOBOCAN) database, developed by the International Agency for Research on Cancer, World Health Organization (WHO) [4]. The Gross Domestics Products (GDP) and Human Development Index (HDI) for each country were retrieved from World Bank and United Nations. For the categorization of HDI rates, <0.550, 0.550–0.699, 0.700-0.700, and ≥0.800 are considered low, medium, high, and very high. Data from 1980 to 2020 were obtained, and the data of the most recent 10 years were used for trend analysis. The WHO mortality database was used for cancer-related death data for each country and region. Cancer mortality data was collected from national civil cancer registries on a local and national level with the registering system logging verified cancer deaths and their causes, which is then reported to WHO annually. To ensure the quality of data, only figures with medium quality or above were published by the WHO mortality database based on the timeliness, completeness and coverage of registration and the proportion of deaths assigned to ill-defined causes. All incidence and mortality figures of LC were transformed - using the Segi-Doll world reference population for various nations - into an age-standardised rate (ASR) per 100 000 individuals. Weighting was allocated in accordance with proportions of people in the standard population’s corresponding age groups. This enabled the current study to compare incidence and mortality rates across different countries over time [3]. There were 184 615 newly reported cases of LC in 2020, with an ASR incidence of 2.0 per 100 000 persons. Incidence varied geographically, region with the highest incidence was Caribbean (ASR=4.0) followed by Central and Eastern Europe (ASR=3.6) and Southern Europe (ASR=2.9). Regions with the lowest incidence include Middle Africa (ASR=0.76), Western Africa (ASR=0.79), and Central America (ASR=0.86). There was a remarkable disparity among the two sexes in terms of incidence, as the global ASR of males (ASR=3.6) was more than seven times higher than that of females (ASR=0.49). The highest incidence was in countries with medium HDI (ASR=2.5), followed by very high HDI (ASR=2.3), high HDI (ASR=1.6), and low HDI (ASR=0.94). In 2020, 99 840 LC-related deaths were reported, which was slightly more than 1% of the total cancer-related deaths. Globally, LC has an ASR of 1.0 per 100 000 persons in mortality. In terms of the geographical distribution, the Caribbean region (ASR=2.1) had the highest mortality rate, doubling the global average, followed by Central and Eastern Europe (ASR=1.9), and South-Central Asia (ASR=1.7). Regions with the lowest mortality were Australia and New Zealand (ASR=0.34), Micronesia (ASR=0.45), and Middle Africa (ASR=0.54). Similar to incidence, the highest mortality was in countries with medium HDI (ASR=1.6), followed by high HDI (ASR=0.92), very high HDI (ASR=0.86), and low HDI (ASR=0.71). Among males LC incidence was associated with a higher HDI [β=0.175, 95% confidence interval (CI): 0.1110.239, P<0.001], prevalence of smoking (β=0.051, 95% CI: 0.041-0.061, P<0.001), alcohol drinking (β=0.040, 95% CI: 0.028-0.052, P<0.001), unhealthy dietary (β=0.012, 95% CI: 0.006-0.018, P<0.001), obesity (β=0.022, 95% CI: 0.012-0.031, P<0.001), hypertension (β=0.031, 95% CI: 0.022-0.041, P<0.001), diabetes (β=0.032, 95% CI: 0.014-0.051, P=0.001), and lipid disorders (β=0.021, 95% CI: 0.013-0.029, P<0.001). Among females, incidence was associated with a higher HDI (β=0.114, 95% CI: 0.050-0.178, P<0.001), prevalence of smoking (β=0.049, 95% CI: 0.033-0.065, P<0.001), inactivity (β=0.040, 95% CI: 0.009-0.072, XXIV international scientific conference. London. Great Britain. 04-05.12.2025 64 P=0.011), obesity (β=0.013, 95% CI: 0.004-0.022, P=0.004), hypertension (β=0.012, 95% CI: 0.002-0.023, P=0.024), diabetes (β=0.051, 95% CI: 0.031-0.071, P<0.001), and lipid disorders (β=0.015, 95% CI: 0.0070.023, P<0.001). Among males LC mortality was associated with a higher HDI (β=0.094, 95% CI: 0.0250.163, P<0.001), prevalence of smoking (β=0.044, 95% CI: 0.033-0.054, P<0.001), alcohol drinking (β=0.025, 95% CI: 0.013-0.038, P<0.001), unhealthy dietary (β=0.009, 95% CI: 0.003-0.015, P=0.002), obesity (β=0.016, 95% CI: 0.006-0.025, P=0.001), hypertension (β=0.025, 95% CI: 0.015-0.034, P<0.001), and lipid disorders (β=0.013, 95% CI: 0.004-0.021, P=0.003). Among females, mortality was associated with a lower GDP per capita (β=−0.076, 95% CI: −0.126-0.027, P=0.003), and prevalence of alcohol drinking (β =−0.060, 95% CI: −0.085-0.035, P<0.001) [3]. Overall, more countries were showing decreasing trends than increasing trends in LC while such trends were less evidence among female population, younger subjects, and countries from Europe. The overall incidence for males was decreasing while females reported mixed trends. For males, significant increases were found only in Cyprus [average annual percent change (AAPC)=5.88; 95% CI: 0.52-11.52; P=0.035)], whilst decreasing trends were reported in 24 countries evenly distributed in different continents, Chile (AAPC=−11.5; 95% CI: −20.99-0.88; P=0.038) reported the largest decrease, followed by the Philippines (AAPC=−7.71; 95% CI: −12.15-3.05; P=0.006), and Norway (AAPC=−5; 95% CI: −8.71-1.14; P=0.018). For females, three countries showed significant increasing trends: Japan (AAPC=6.01; 95% CI: 1.51-10.71; P=0.015), Switzerland (AAPC=5.61; 95% CI: 0.05-11.49; P=0.048), and Czech Republic (AAPC=3.31; 95% CI: 1.28-5.39; P=0.005). Evident decreases were found in six countries, with India (AAPC=−8.35; 95% CI: −13.62-2.75; P=0.009), Korea (AAPC=−8.28; 95% CI: −11.68-4.74; P=0.001), and Turkey (AAPC=−6.05; 95% CI: −10.211.69; P=0.013) reporting the largest decreases. Similar to the incidence trends, there was a remarkable difference between the mortality trends of males and females. For males, only Thailand (AAPC=5.41; 95% CI: 3.567.30; P<0.001) reported significant increases. On the contrary, significant decreases were observed in 30 countries. The largest decreases were found in Korea (AAPC=−7.17; 95% CI: −8.65-5.66; P<0.001), Singapore (AAPC=−7.10; 95% CI: −13.59-0.11; P=0.047), and France (AAPC=−5.96; 95% CI: −6.76-5.15; P<0.001). For females, significant increasing trends were found in Israel (AAPC=12.49; 95% CI: 0.81-25.51; P=0.038); while significant decreases were reported in eight countries, with Korea (AAPC=−10.58; 95% CI: −15.615.24; P=0.002), Belarus (AAPC=−7.93; 95% CI: −13.55-1.95; P=0.010), and Colombia (AAPC=−5.68; 95% CI: −8.04-3.27; P=0.001) reported the most evident decreases. For the older males aged 50 or above two countries reported significant increases: Cyprus (AAPC=6.87; 95% CI: 1.16-12.91; P=0.024), and Belarus (AAPC=1.41; 95% CI: 0.28-2.55; P=0.021). In contrast, significant decreases were observed in 21 countries sporadically distributed worldwide. The largest decreases were found in Chile (AAPC=−10.31; 95% CI: −19.44-0.14; P=0.048), Philippines (AAPC=−7.57; 95%; CI: −11.86-3.08; P=0.005), and Norway (AAPC=−5.69; 95% CI: −8.87-2.41; P=0.004). For females aged 50 or above, three countries, all European countries, reported significant increases: Spain (AAPC=6.76; 95% CI: 2.03-11.72; P=0.01), Switzerland (AAPC=5.38; 95% CI: 0.25-10.78; P=0.042), and Czech Republic (AAPC=4.00; 95% CI: 1.73-6.32; P=0.003) reported the largest increases. On the other hand, four populations showed significant decreasing trends, Turkey (AAPC=−6.50; 95% CI: −11.64-1.07; P=0.025) reported the largest decline, followed by Canada (AAPC=−4.36; 95% CI: −6.94-1.70; P=0.006), and the white population in the USA (AAPC=−2.98; 95% CI: −5.13-0.78; P=0.014). Similar distribution but larger increase was found in males aged below 50 Norway (AAPC=18.77; 95% CI: 4.55-34.92; P=0.014) and Thailand (AAPC=10.24; 95% CI: 0.36-21.09; P=0.044) reported significant increasing trends, whereas evident decreasing trends were observed in 17 countries, predominately Asian and European countries, with Germany (AAPC=−17.17; 95% CI: −26.66-6.44; P=0.007), Denmark (AAPC=−9.88; 95% CI: −17.74-1.26; P=0.030), and France (AAPC=−9.66; 95% CI: −14.70-4.32; P=0.004) showing the greatest decreases. From the raw data, the highly significant increasing trend observed in the younger male population of Norway and Thailand was likely due to the statistical base effect as unusually low ASR was reported in the start of the 10-year interval 2010-2011 (Norway); 2003 (Thailand). For their younger females aged below 50, significant decreases were observed in two countries/regions: Hong Kong, SAR, China (AAPC=−12.44; 95% CI: −21.77-1.99; P=0.026) and Korea (AAPC=−11.79; 95% CI: −21.660.67; P=0.041), while no country reported significant increase [3]. In conclusion, our colleagues point out that the reported incidence for LC has been decreasing remarkably for the past decades, especially for the male population, potentially due to the reduced consumptions of cigarettes and alcohol. Its mortality has also been decreasing, possibly attributable to broader availability and applications of treatments. However, regional disparity in mortality remains due to difference in level of access to surgical care. On the contrary, it is alarming that some evident increases were observed in the female populations and younger subjects from some countries. If no mitigation interventions are implemented, such trends may continue. It is also recommended that governments should continue the implementation of smoking and XXIV international scientific conference. London. Great Britain. 04-05.12.2025 65 alcohol reduction campaigns, to minimize further burden on healthcare system. Nocini R. et al. in their work they say that [5] LC is a form of malignancy originating from the anatomic site called larynx (also commonly known as “voice box”), which is anatomically divided in three regions including the supraglottic larynx (encompassing the epiglottis, false vocal cords, ventricles, aryepiglottic folds and arytenoids), the glottis (encompassing the true vocal cords and the anterior and posterior commissures) and the subglottic region. Among squamous cell carcinomas, the well and moderately differentiated forms slightly prevail over poorly differentiated tumors; the larger number of LC cases originate from the glottic region (i.e., approximately two-third), followed by the supraglottic area (about 30%), whilst transglottic and purely subglottic tumors are generally less frequent. The more important risk factors for LC include tobacco use, excessive alcohol ingestion, gastro-esophageal reflex, Plummer-Vinson syndrome, anatomical malformations, exposure to heat, chemicals, asbestos, nickel or ionizing radiations, along with some viral infections (e.g., HPV). The most frequent symptoms of laryngeal malignancies include hoarseness, sore throat, dysphagia and/or painful swallowing, impairment in voice quality, otalgia, cough and hemoptysis. Despite hoarseness can develop early in patients with laryngeal malignancies, in many cases the cancer has already deeply involved the vocal cords and spreads to regional lymphatics at diagnosis. Primary tumor volume, composite nodal volumes, composite primary tumor and nodal volumes are significant predictors of unfavorable prognosis, along with advanced age, performance status, grade and depth of invasion. In their work, the researchers note that LC is an important oncologic entity, whose prognosis depends on establishing appropriate preventive and diagnostic measures, especially in populations at higher risk. The current incidence, prevalence and mortality of LC are estimated at 2.76 cases/year per 100,000 inhabitants, 14.33 cases/year per 100,000 inhabitants and 1.66 deaths/year per 100,000 inhabitants, respectively, averaging 3.28 million Disability-Adjusted Life Years each year. Incidence and prevalence have increased by 12% and 24%, respectively during the past 3 decades, whilst mortality has declined by around 5%. The epidemiologic burden of this malignancy is approximately 5-fold higher in males and increases in parallel with ageing, peaking after 65 years of age. Both incidence and mortality rates are higher in Europe and lower in Africa, but the ratio between deaths and incidence is the highest in Africa. Incidence has gradually declined in Europe during the past 3 decades, whilst it has increased in South-East Asia and Western Pacific. Cigarette smoking and alcohol abuse contribute for about 90% of overall worldwide mortality for LC. At the same time, the conclusions state that LC still poses a high clinical and societal burden, with an escalating temporal trend not expected to reverse soon [5]. An interesting work was presented by Li C. et al. [6]. In this study, authors aimed to explore the roles of cuproptosis-related genes in LC and their potential as prognostic markers and therapeutic targets. LC, characterized by high recurrence rates and a lack of effective biomarkers, has been associated with cuproptosis, a regulated cell death process linked to cancer progression. They collected comprehensive data from The Cancer Genome Atlas and Gene Expression Omnibus databases, including gene expression profiles and clinical data of LC patients. Using clustering and gene analysis, researchers identified cuproptosis-related genes with prognostic significance. A risk model was constructed based on these genes, categorizing patients into highand low-risk groups for outcome comparison. Univariate and multivariate analyses were conducted to identify independent prognostic factors, which were then incorporated into a nomogram. Gene Set Enrichment Analysis was employed to explore pathways distinguishing highand low-risk groups. This risk model, based on four genes, including transmembrane 2, dishevelled binding antagonist of β-catenin 1, stathmin 2, and G protein-coupled receptor 173, revealed significant differences in patient outcomes between highand low-risk groups. Independent prognostic factors were identified and integrated into a nomogram, providing a valuable tool for prognostic prediction. Gene Set Enrichment Analysis uncovered up-regulated pathways specifically associated with high-risk patient samples. The authors point out that this study highlights the potential of cuproptosis-associated genes as valuable prognostic markers and promising therapeutic targets in the context of LC and sheds light on new avenues for understanding and treating this complex disease. In a study by Ren L. et al. [7], immune signatures of LC were systematically analyzed and their role in tumor progression was assessed. Differentially expressed immune-related genes (IRGs) were screened between LC and normal tissues from The Cancer Genome Atlas (TCGA) dataset. Then, two prognosis-related IRGs aquaporin 9 (AQP9) and zeta chain of T cell receptor associated protein kinase 70 (ZAP70) were analyzed by a series of survival analysis. Based on them, molecular subtypes were constructed by unsupervised cluster analysis. Differences in survival outcomes, human leukocyte antigen (HLA) expression and immune cell infiltrations were assessed between subtypes. Expression of AQP9 and ZAP70 was validated in LC tissues and cells by reverse transcription-quantitative polymerase chain reaction (RT-qPCR) and immunohistochemistry. After silencing and overexpressing AQP9 and ZAP70, cholecystokinin-8 (CCK-8), 5-ethynyl-2'-deoxyuridine (EdU), wound healing and transwell assays were performed in TU212 and LCC cells. Totally, 315 XXIV international scientific conference. London. Great Britain. 04-05.12.2025 66 IRGs were abnormally expressed in LC. Among them, AQP9 and ZAP70 were distinctly correlated to patients’ prognosis. Two subtypes were developed with distinct survival outcomes, HLA expression and immune microenvironment. Low expression of AQP9 and ZAP70 was confirmed in LC. AQP9 and ZAP70 up-regulation distinctly suppressed proliferation, migration, and invasion of LC cells. The opposite results were investigated when their knockdown. Our colleagues focus on the fact that the obtained findings revealed the roles of AQP9 and ZAP70 in progression of LC, and suggested that AQP9 and ZAP70 could potentially act as candidate immunotherapeutic targets for LC. Collectively, this study proposed two prognosis-related IRGs AQP9 and ZAP70. Two molecular subtypes based on AQP9 and ZAP70 may reflect immune microenvironment of LC. In vitro, their upregulation inhibited proliferation, migration and invasion of LC cells. Results obtained demonstrated that AQP9 and ZAP70 might be candidate therapeutic targets and prognostic signatures for LC, which may assist guide clinical therapy in the future [7]. Liu W. et al. [8] in their work they say that LC is one of the most common malignant tumors among head and neck cancers. Accumulating studies have indicated that long noncoding RNAs (lncRNAs) play an important role in LC occurrence and progression, however, the functional roles and relative regulatory mechanisms of lncRNA growth arrest-specific transcript 5 (GAS5) in LC progression remain unclear. The expression of lncRNA GAS5 in both LC tissues and cell lines was evaluated using quantitative RT-qPCR assay. The relationships between lncRNA GAS5 expression and clinical parameters were also analyzed. To determine the biological function of lncRNA GAS5, a lncRNA GAS5-specific plasmid was first transfected into LC cells using lentiviral technology. Cell counting kit-8 assay, flow cytometry, and Transwell assays were used to detect in vitro cell proliferation, apoptosis, cycle distribution, and metastasis abilities, respectively. Furthermore, in vivo cell growth experiments were also performed using nude mice. Additionally, western blotting was performed to identify the underlying regulatory mechanism. In the current study, lncRNA GAS5 was downregulated in LC tissues and its low expression was closely associated with poor tumor differentiation, advanced TNM stage, lymph node metastasis, and shorter overall survival time. In addition, lncRNA GAS5 upregulation significantly inhibited LC cell proliferation both in vitro and in vivo. Moreover, in response to lncRNA GAS5 overexpression, more LC cells were arrested at the G2/M stage, accompanied by increased cell apoptosis rates and suppressed migration and invasion capacities. Mechanistically, this data showed that the overexpression of lncRNA GAS5 significantly regulated the PI3K/AKT/mTOR signaling pathway. LncRNA GAS5 might act as a suppressor gene during LC development, as it suppressed cell proliferation and metastasis by regulating the PI3K/AKT/mTOR signaling pathway; thus, lncRNA GAS5 is a promising therapeutic biomarker for the treatment of LC. Overall, lncRNA GAS5 could serve as a tumor suppressor gene in LC, which would be a promising therapeutic biomarker for LC treatment. Liberale C. et al. [9] note that LC is one of the most frequent tumors of the upper aero-digestive tract. While certain factors such as alcohol consumption and tobacco smoking have been established as risk factors for LC, the correlation of many other risk factors with the mechanism of carcinogenesis remains unclear. The process of laryngeal carcinogenesis has been well described; however, there are still aspects that lack understanding, and the underlying biological mechanisms have not been fully elucidated. Indeed, the emerging role of lncRNAs, miRNAs, and mRNAs is becoming increasingly important in our understanding of cancer development and its clinical and therapeutic implications. These non-coding RNAs have been shown to play critical roles in various aspects of cancer biology, including tumor initiation, progression, metastasis, and response to treatment. Gaining insight into the molecular mechanisms involved in carcinogenesis could enable the prediction of tumor progression and facilitate targeted interventions at various stages of the disease. The ultimate goal is to develop precise and effective therapies through a precision medicine approach. Achieving this objective requires further comprehensive studies on the molecular biology of cancer and the role of different risk factors. Özdaş T. et al. [10] point out that while LC does not show any obvious early symptoms, it tends to have a poor prognosis in advanced clinical stages. Chromosome region maintenance 1 (CRM1) mediates the nuclear export of some RNAs, major and tumor suppressor proteins and has been associated with the pathogenesis of many tumors. However, the clinicopathological significance of CRM1 gene expression in LC has not been clarified yet. CRM1 expression in matched tumor and normal tissues obtained from 43 LC patients were evaluated intracellular for protein and mRNA levels by immunohistochemical staining (IHC), western-blot, and quantitative real-time qRT-PCR, respectively. IHC, western-blot, and qRT-PCR analyses showed that CRM1 expression was significantly increased in LC tissue compared to normal tissue. Increased expression of CRM1 has been associated with poor prognostic clinicopathological features, including advanced tumor stage, increased tumor invasion, larger tumor size, positive lymph node metastasis, distant metastasis, and invasive histological type by IHC, western-blot, and qRT-PCR. Kaplan–Meier survival analysis showed that patients XXIV international scientific conference. London. Great Britain. 04-05.12.2025 67 with high expression of CRM1 exhibited lower overall survival compared to those with low expression (Logrank = 7.16, p = 0.007). According to the TCGA datasets, elevated CRM1 expression in head and neck cancer including cases of squamous cell laryngeal origin is associated with advanced tumor stage and histological grade (p > 0.05, for all). Consequently, CRM1 plays an important role in LC and may serve as an indicator and prognostic factor for poor overall survival in LC patients. In conclusion, this study revealed that CRM1 is a predictive biomarker for poor overall survival in LC patients, and that the evaluation of the clinical pTNM staging system of the tumor and CRM1 expression together may provide additional prognostic information. Moreover, inhibition of CRM1 expression may be a new therapeutic strategy for LC. Furthermore, prospective large-scale studies are needed to explore the true prognostic role of elevated CRM1 expression in laryngeal squamous cell carcinoma. The aim of the study by Luo M.S. et al. [11] was to develop an autophagy-related model to predict the prognosis of patients with LC. Autophagy, a major cause of cancer-related death, is correlated with the pathogenesis of various diseases including cancers. Our colleagues analyzed the correlation between expression profiles of autophagy-related genes (ARGs) and clinical outcomes in 111 LC patients from TCGA. Afterward, gene functional enrichment analyses of gene ontology and Kyoto Encyclopedia of Genes and Genomes were performed to find the major biological attributes. Univariate Cox regression analyses and multivariate Cox regression analyses were performed to screen ARGs whose expression profiles were significantly associated with LC patients overall survival (OS). Furthermore, to provide the doctors and patients with a quantitative method to perform an individualized survival prediction, we constructed a prognostic nomogram. Thirty eight differentially expressed ARGs were screened out in LC patients through the TCGA database. Related functional enrichments may act as tumor-suppressive roles in the tumorigenesis of LC. Subsequently, 4 key prognostic ARGs (IKBKB, ST13, TSC2, and MAP2K7) were identified from all ARGs by the Cox regression model, which significantly correlated with OS in LC. Furthermore, the risk score was constructed, which significantly divided laryngeal cancer patients into highand low-risk groups. Integrated with clinical characteristics, gender, N and the risk score are very likely associated with patients OS. A prognostic nomogram of ARGs was constructed using the Cox regression model. As the researchers note this study could provide a valuable prognostic model for predicting the prognosis of LC patients and a new understanding of autophagy in LC. A novel autophagy-related model and a predictive nomogram were conducted to robustly estimate LC patients survival. Now, regarding this pathology in our country at the republican level. The incidence of LC in the Republic of Kazakhstan in 2023 was 2.2 per 100 thousand population with an increase rate of 15.5% compared to the previous year (1.9 in 2022), which in absolute numbers amounted to 436 people (370 cases a year earlier), second only to prostate cancer (16.7%). The proportion of cases diagnosed for the first time in life, recorded by oncology organizations, was 1.2% (1.1% in 2022). At the same time, 384 men fell ill (the proportion is 2.4%, 13th rank place), women - 52 (the proportion is 0.2%, 22nd rank place), which clearly shows the gender difference in the incidence of this pathology with a pronounced predominance of the male population [12]. The LC level above the national average was established in 9 regions of the country: North Kazakhstan - 5.8 (the maximum indicator); Pavlodar - 3.8; Kostanay - 3.6; East Kazakhstan - 3.4; Abay - 3.3; Karaganda - 3.0; Akmola and Atyrau - 2.9; Mangistau - 2.6. This indicator is below the national average in 11 regions: Turkestan - 0.6 (the lowest level); the city of Astana - 1.0; Kyzylorda - 1.2; the city of Shymkent - 1.5; Ulytau and Almaty - 1.8; West Kazakhstan and Zhambyl - 1.9; Aktobe and Zhetysu regions and the city of Almaty - 2.1 per 100 thousand population. Mortality from this pathology was 0.8 per 100 thousand population, the same as a year earlier. The regions where the mortality rate from LC is above the average in the republic include: Abay - 2.5 (maximum level); North Kazakhstan - 1.9; Pavlodar - 1.6; Mangistau and Karaganda - 1.2; Zhetysu - 1.0; Aktobe - 0.9. Akmola, East Kazakhstan, Kostanay regions and the city of Almaty are on par with the national average. The lowest rates were noted in Ulytau - 0.0; Turkestan - 0.1; West Kazakhstan and the city of Shymkent - 0.3; Kyzylorda - 0.5; Atyrau and the city of Astana - 0.6; Zhambyl and Almaty - 0.7 regions per 100 thousand people [12]. One-year lethality was 19.2%, taking the 13th place among all nosological forms of malignant neoplasms. At the same time, the ratio between one-year lethality and neglect (stage IV) was 1.6. At the same time, we recall that the farthest from "1" is the worst ratio between the indicators of one-year lethality and neglect. Next, regarding preventive examinations. It should be noted that during large-scale preventive examinations of the population in 2023, significantly more patients with malignant neoplasms were actively identified than in 2022. This is 25,193 patients versus 23,623 patients identified in 2022, i.e. +6.6%. This is due to the further abatement of the epidemiological trouble with coronavirus and the increased availability of preventive care for the population. The proportion of patients identified during routine examinations increased from XXIV international scientific conference. London. Great Britain. 04-05.12.2025 68 62.0% to 62.4% of the total number of patients identified per year. As for LC, the early detection of this pathology during preventive examinations increased significantly - from 50.6 to 60.9%. The number of newly identified patients with LC registered with oncology organizations amounted to 425 patients (365 patients in 2022). At the same time, the absolute number of patients with LC identified during medical examinations was 274 people (231 a year earlier), and the proportion was 64.5% and 63.3%, respectively. 167 people out of 274 are patients with stages I and II (in 2022 - 117 patients out of 231). The proportion of patients with LC detected at early stages, as indicated above, was 60.9% against 50.6% a year earlier. Of course, when analyzing the epidemiological situation, early diagnosis indicators are very important issues. The regions where the proportion of patients with early stage I of the pathology in question is above the national average (16.5% - 14th rank) include the following regions: the city of Almaty - 34.8% (the best indicator); Abay and Kyzylorda - 30.0%; West Kazakhstan and the city of Astana - 23.1%; North Kazakhstan - 22.6%; Karaganda - 18.8%; Akmola - 18.2%. The lowest rates of early diagnosis were recorded in the Ulytau region (not a single patient with stage I of the disease - 0.0%). Next come: Mangistau - 5.3%; the city of Shymkent - 5.6%; Kostanay - 6.7%; Pavlodar, Zhetysu and Almaty - 7.1%; Atyrau - 10.0%; Zhambyl - 13.0%; East Kazakhstan - 14.3%; Aktobe - 15.0% and Turkestan - 15.4% of the country's regions [12]. It should be noted that every second patient with LC is detected in the early (I-II) stages of this pathology (51.1%). However, the situation with this indicator is deplorable in the Ulytau region - there is not a single patient detected in the early stages of the disease. The regions where the proportion of patients with LC detected at stages I-II is above the national average include the following regions. The best indicator is in the city of Astana - 76.9%. Then follow: Pavlodar - 75.0%; West Kazakhstan - 69.2%; North Kazakhstan - 67.7%; Zhambyl - 65.2%; Aktobe - 65.0% regions and the city of Almaty - 63.0%. Low rates of early diagnosis were recorded in Ulytau - 0.0% (the worst result in the country); Turkestan - 15.4%; Almaty - 21.4%; the city of Shymkent - 22.2%; Zhetysu - 35.7%; Mangistau - 42.1%; East Kazakhstan - 42.9%; Atyrau - 45.0%; Kostanay - 46.7%; Abay, Akmola, Karaganda and Kyzylorda - 50.0% regions [12]. As is clearly seen from the above data, there is a very large spread in early diagnostics rates across the country, from very good to dismal. Of course, it is necessary to take into account migration processes and other factors that affect early diagnostics rates, but nevertheless, the results obtained give reason not to stop there, both for oncologists and otolaryngologists, general practitioners, since improving early diagnostics rates of malignant tumors, as one of the main postulates and one of the main tasks of medicine in general, continues to be relevant today. The proportion of stage IV LC was 9.4%. At the same time, as mentioned above, the proportion of patients with this nosological form of malignant neoplasms detected at stages I-II was 51.1% (stage I - 16.5%, stage II - 34.6%), which indicates that the largest number of patients with LC was detected at locally advanced with loco-regional damage - stage III of the disease. This stage was 39.5%, i.e. almost two patients out of every five, and we know what aggressive, often complex treatment is used with such a spread of the oncological process and what a disappointing prognosis is for these patients. As for the average national indicator of the proportion of stage IV (9.4%), against this background, West Kazakhstan, Mangistau, Turkestan regions and three megalopolises - the cities of Astana, Almaty, Shymkent stand out, where not a single patient was detected in the terminal stage - 0.0%. Then come: Almaty - 3.6%; Aktobe - 5.0%; North Kazakhstan - 6.5%; Zhetysu and Pavlodar - 7.1%; Zhambyl - 8.7%; Kyzylorda - 10.0%; Kostanay - 13.3%; East Kazakhstan - 14.3%; Atyrau - 20.0%; Akmola - 22.7% regions. This list is closed by three regions, where every fourth patient was detected in the incurable stage of the disease with the worst indicator of 25.0% - Abay, Karaganda and Ulytau regions [12]. The morphological verification rate of LC in the country was 98.8%, second only to non-melanoma skin cancer (99.6%), breast cancer (99.4%) and lip cancer (99.1%) in the first three positions. At the same time, in the Pavlodar region, the morphological verification rate was 92.9%, in Akmola - 95.5%, in Almaty - 96.4%. In other regions, the disease verification rate was 100%. The total number of patients with malignant neoplasms registered with specialized oncology organizations of the republic continued to increase and by the end of 2023 amounted to 218,186 people, with an increase of 6.0% compared to the previous year (2022 - 205,822, +5.8%). The overall incidence rate of malignant neoplasms increased by 3.9%, from 1055.3 to 1096.4 per 100 thousand people. The growth of this indicator is due to both the increase in the incidence and detection of pathology, and the increase in the survival of cancer patients. In addition, statistical data on patients diagnosed with malignant neoplasms, who have been under observation for 5 years or more, and continue to be observed in 2023, showed that the number of patients under the observation of oncological organizations in Kazakhstan for over five years continued to grow and at the end of the reporting year amounted to 117,616 people, with an increase of 6.2% (2022 - 110,790 people, + 6.6%) (form No. 7). XXIV international scientific conference. London. Great Britain. 04-05.12.2025 69 It is impossible to ignore such an important clinical aspect as the coverage of patients with a first-time diagnosis of LC in the Republic of Kazakhstan with special treatment. In 2023, the number of hospitalizations for all nosological forms of malignant tumors in the country's oncology organizations amounted to 108,252 cases (2022 - 101,095), with an increase of 7.1% compared to the previous year, which is associated with a constant increase in the number of cancer patients, improved standardization of oncological care, and the development of palliative and restorative services. At the end of 2023, the absolute number of LC patients who completed specialized treatment was 247 people, continuing treatment - 135 patients. The following results were obtained in percentage terms by methods and types of treatment. Only 12.6% of patients received surgical treatment, only radiation - 19.4%, only drug treatment - 8.9%, combined - 26.7%, complex - 21.5% and chemo-radiation - 10.1%. Further, regarding the five-year survival of patients. As for LC, at the end of 2023, 2032 people were registered for dispensary care, or 10.2 per 100 thousand of the population. At the end of 2022 - 1899 patients or 9.7 per 100 thousand of the population, respectively. At the same time, the mortality rate of the observed contingents in 2023 decreased compared to the previous year and amounted to 7.6% in 2023 (8.6% in 2022). The five-year survival rate of patients with LC was 52.2% in 2023 and 53.2% in 2022 [12]. Summarizing the above, we can conclude that LC, despite not having the highest place in terms of incidence among all existing malignant tumors of other localizations, deserves close attention from specialized specialists. At the same time, taking into account a number of factors, the indicators of early diagnostics do not allow oncologists to "sleep peacefully", since the locally advanced stage III, which prevails over all stages, in addition to being widespread, gives a large number of complications due to the location of vital centers and tissue structures near the primary focus and locoregional metastases. The veiled and variable symptoms, its similarity with various non-core processes, leads to the neglect of the disease. All this requires both oncologists and, first of all, primary health care workers and, of course, otolaryngologists to increase the level of cancer alertness, inform the population about early symptoms that may indicate this pathology or the onset of proliferative changes and conduct high-tech diagnostic measures, including for the purpose of differential diagnosis and, as a result, timely treatment. People from the risk group are recommended to visit specialized specialists annually and, if necessary, undergo an examination. An epidemiological assessment of the situation with LC in our country suggests that there are sometimes significant differences in the regions not only in incidence rates, but also in the state of early diagnosis and mortality from this disease. In connection with the above, this pathology continues to be a serious problem in modern clinical oncology. References 1. Klinicheskij protokol diagnostiki lechenija «Zlokachestvennye novoobrazovanija gortani» - Odobren Ob#edinennoj komissiej po kachestvu medicinskih uslug Ministerstva zdravoohranenija Respubliki Kazahstan ot «07» marta 2019 goda, Protokol №57. – 38 s. (In Russ.). 2. Rak gortani. Klinicheskie rekomendacii. God utverzhdenija: 2024. ID:475. Odobreno Nauchnoprakticheskim Sovetom Minzdrava Rossijskoj Federacii. – 80 s. (In Russ.). 3. Huang J, Chan SC, Ko S, Lok V, Zhang L, Lin X, Lucero-Prisno DE 3rd, Xu W, Zheng ZJ, Elcarte E, Withers M, Wong MC. Updated disease distributions, risk factors, and trends of laryngeal cancer: a global analysis of cancer registries. Int J Surg. 2024 Feb 1;110(2):810-819. doi: 10.1097/JS9.0000000000000902. 4. Sung H, Ferlay J, Siegel RL, Laversanne M, Soerjomataram I, Jemal A, Bray F. Global Cancer Statistics 2020: GLOBOCAN Estimates of Incidence and Mortality Worldwide for 36 Cancers in 185 Countries. CA Cancer J Clin. 2021 May;71(3):209-249. doi: 10.3322/caac.21660. 5. Nocini R, Molteni G, Mattiuzzi C, Lippi G. Updates on larynx cancer epidemiology. Chin J Cancer Res. 2020 Feb;32(1):18-25. doi: 10.21147/j.issn.1000-9604.2020.01.03. 6. Li C, Zhu Y, Shi S. Effective prognostic risk model with cuproptosis-related genes in laryngeal cancer. Braz J Otorhinolaryngol. 2024 Mar-Apr;90(2):101384. doi: 10.1016/j.bjorl.2023.101384. 7. Ren L, Li P, Li Z, Chen Q. AQP9 and ZAP70 as immune-related prognostic biomarkers suppress proliferation, migration and invasion of laryngeal cancer cells. BMC Cancer. 2022 Apr 28;22(1):465. doi: 10.1186/s12885-022-09458-8. 8. Liu W, Zhan J, Zhong R, Li R, Sheng X, Xu M, Lu Z, Zhang S. Upregulation of Long Noncoding RNA_GAS5 Suppresses Cell Proliferation and Metastasis in Laryngeal Cancer via Regulating PI3K/AKT/mTOR Signaling Pathway. Technol Cancer Res Treat. 2021 Jan-Dec;20:1533033821990074. doi: 10.1177/1533033821990074. 9. Liberale C, Soloperto D, Marchioni A, Monzani D, Sacchetto L. Updates on Larynx Cancer: Risk XXIV international scientific conference. London. Great Britain. 04-05.12.2025 70 Factors and Oncogenesis. Int J Mol Sci. 2023 Aug 18;24(16):12913. doi: 10.3390/ijms241612913. 10. Özdaş T, Özdaş S, Canatar İ, Coşgun E, Şenyurt EB, Görgülü O. CRM1 expression: association with high prognostic value in laryngeal cancer. Turk J Med Sci. 2023 Aug;53(4):909-923. doi: 10.55730/13000144.5655. 11. Luo MS, Huang GJ, Liu HB. An autophagy-related model of 4 key genes for predicting prognosis of patients with laryngeal cancer. Medicine (Baltimore). 2020 Jul 24;99(30):e21163. doi: 10.1097/MD.0000000000021163. 12. Kaidarova D.R., Shatkovskaya O.V., Ongarbayev B.T., Zhylkaidarova A.Zh., Seisenbayeva G.T., Lavrentyeva I.K., Sagi M.S. Indicators of the oncology service of the Republic of Kazakhstan, 2023: statistical and analytical materials – Almaty: KIOR JSC, 2024. – 410 p. XXIV international scientific conference. London. Great Britain. 04-05.12.2025 71 Pedagogical sciences THE RELEVANCE OF THE STUDY OF THE THEORY OF INDIRECT COMMUNICATION IN LINGUISTIC SCIENCE Bazarova Dinara Askarovna Master of Philology, Senior Lecturer at the Department of State and Foreign Languages, Almaty Technological University, Republic of Kazakhstan Mirkenova Gulmira Kubenovna Master of Pedagogy, Senior Lecturer at the Department of State and Foreign Languages, Almaty Technological University, Republic of Kazakhstan Oryntayeva Nazerke Yedilevna Master of Pedagogical, Sciences Assistant at the Department of State and Foreign Languages, Almaty Technological University, Republic of Kazakhstan, Seitimbetova Saltanat Master of pedagogy. Village Baiserke #28 School gymnasium Almaty region, Republic of Kazakhstan Abstract This article is devoted to the phenomenon of studying indirect communication. A brief review of authors involved in this issue is presented. Also three types of indirect communication are applied, which are indirect communication, indirect message, indirect influence. In this work, as a basis, the definition proposed by V.V. Dementiev is used. Indirect communication is understood as meaningfully complicated communication, in which understanding of statement includes meanings that are not contained in statement itself, and requires additional interpretive efforts from the addressee. The relevance of study and its scientific novelty is justified by increasing interest in this issue at interdisciplinary level and an attempt to combine the views of representatives of different branches of knowledge on this issue. The purpose of this publication is to determine the extent of research into theory of indirect communication in linguistic science. The research uses the following research methods: distributional analysis, contextual analysis, discursive analysis, component analysis, linguo-cognitive analysis. The practical significance of the study is determined by the possibility of studying indirect communication on the basis of different language pairs in subsequent scientific research. The main provisions of the article, the results of the study and general conclusions can serve as the basis for scientific work on the study of the characteristics of indirect communication in different languages and cultures. The study of indirect communication leads to such general philosophical problems as origin and essence of language, human knowledge of the world. Thus it should be concluded that there are many meanings that are implicitly conveyed by speech units of various levels. It can be stated that diverse forms of indirect communication allow addressees to realize various kinds of communicative intentions by characterizing it as a universal form of communication, which predetermines further prospects for theoretical research in this area. Keywords: communication, indirect communication, implicitness, speech acts, indirectness, addressor, intention, message. Introduction Communication in its first Greek form (koinonia) and Latin translation (communio) meant participation in some joint business, but mainly and to the greatest extent - in some kind of political union, as A. Toynbee writes [2]. The word communication meant communication, living together and, one might say, from ancient times expressed the very essence of the concept of society. Forming their idea of society, ancient thinkers turned to it, constructing an ideal “commune” and taking a small colony emerging in a new place as a historical prototype [3]. XXIV international scientific conference. London. Great Britain. 04-05.12.2025 72 In the XX century. new concepts arise: “communication” (precisely as a scientific concept), “verbal communication”, “communicative action”, “communicative behavior”, “communicative revolution”, etc., drawing their original meaning from behavioral studies and psychologically interpreted practice [ 4]. Basic provisions The problem of transmission and interpretation of communicative meanings, which has become the focus of linguistics in recent decades, has become the reason for intensive study of the phenomenon of indirect communication. Following V.V. Dementiev, we believe that “the most significant language category is indirect communication, which is also one of the most significant communicative and speech categories” [1], since any form of speech communication contains elements of indirect communication. Before proceeding to the study of the theory of indirect communication, first of all, we should consider the term “communication”, which is defining in this direction. Decription of material and methods G. M. Andreeva, for example, defines communication as one of the three sides of the communication process. The author characterizes communication through three interrelated aspects: as communication, or the process of transmitting information, as interaction, or interaction of subjects, communication with each other, and as perception, or communication as reception [5]. M.Yu. Kovalenko offers the following description of the communication process. He argues that “communication as a process is an exchange of semantic information between people, in which a message or signal in the form of signs or symbols arranged in a particular way that transmitted intentionally, accepted in accordance with certain rules, regardless of whether this process produces the desired result”. The sender (source, communicator), message, channel, and recipient of information are among the fundamental components of communication identified by the author [6]. Communication can be modeled as an intersubjective process, sometimes known as a "subject-subject relation" (S-S). But in this case, we assume that in response to any information that is sent, there is the response that will come. G.M. Andreeva, as well as A.A. Leontiev, defines communication not as a process of one-way transfer of information, but as a process of information exchange between the subjects of communication [5]. We, in turn, understand communication as the exchange of certain information between communicants, and communication as the exchange of ideas and information for mutual understanding. In the scientific literature, the following types of communications are distinguished: linguistic and speech, verbal/non-verbal; visual, tactile, olfactory, communication using gestures and facial expressions; communication using various signaling systems, direct/indirect communication, etc. For all its types, communication is considered to have taken place if the transmitted information is understood and appropriate actions are taken on it. We used the idea that when the plan of the statement's content and the plan of expression are aligned, or when the content structure of an utterance, the meaning is equal to the meaning, the plan of the statement's content, expressed by the meanings of the components of the statement (words, grammar, etc.) recorded in the dictionary, coincides with the final communicative meaning, direct communication occurs [1]. Such utterances are explicit speech acts; they immediately indicate the speaker's intention. During direct communication, the message is primarily conveyed through words that must be translated literally. The term “direct communication” is used to distinguish itself from “indirect communication”. The conflict between the two modes of communication is actually the opposition between the speech phenomenon and the communicative phenomenon, which is completely mirrored in political language. The origins of the study of indirect communication originate in the anthropocentric paradigm of language, which taken in the theory of speech activity by A.A. Leontiev, which, in turn, was supplemented by the theory of speech genres by M.M. Bakhtin, A. Wierzbicka and the theory of speech acts by J. Austin, D. Searle, G.P. Grice. It is important to note that from the theory of speech acts, namely from the theory of indirect speech acts, came the school of indirect communication and the theory of persuasion (J. Lakoff's term). Further, within the framework of the theory of indirect communication, there were written works of such linguists as I. N. Borisova, I. T. Vepreva, E. G. Grigorieva, T. A. Gridina, V. V. Dementiev, A. V. Malgozhata Kita, V.P. Moskvin, E.V. Omelchenko, I.I. Pribytok, L.N. Saakyan, K.F. Sedov, S.S. Takhtarova, K.S. Shilikhina and other specialists. In the works of the following authors, various aspects of the planned indirect communication were considered: the problem of obscenity (V.I. Zhelvis), sociolinguistic and psycholinguistic factors of generating and interpreting indirect communication (I.N. Borisova), indirect message (S. Dönninghaus), indirect influence (A Yu. Belyaeva, A. V. Olyanich, K. F. Sedov, A. G. Pospelova and E. N. Shustrova), indirect communication (S. N. Plotnikova). XXIV international scientific conference. London. Great Britain. 04-05.12.2025 79 Conclusion This study explored the theoretical mandate and practical realities of integrating authentic audio materials to enhance lexical competence in EFL classrooms. The findings strongly affirm the theoretical support for AAMs, validating their role in boosting motivation and facilitating the acquisition of essential lexical chunks and collocations crucial for fluency. However, the research clearly delineates the persistent challenges related to the unmediated difficulty of authentic speech, particularly in terms of speech rate and density. Consistent with the ideas of Ellis (2003) and Nunan (2010), the study concludes that Task-Based Learning provides the most effective framework for mediation. When teachers use systematic scaffolding (pre-teaching, visual support, controlled speed), they successfully transform high-density authentic input into comprehensible input that drives deeper lexical retention. To ensure the systematic adoption of AAMs, further institutional support is necessary. Future research should focus on developing open-source repositories of pre-scaffolded, transcribed, and level-categorized authentic audio materials to significantly reduce teacher preparation time and align pedagogical practice with the theoretical demands of the Lexical Approach. References 1. Ellis, R. (2003). Task-based language learning and teaching. Oxford University 2. Press. Facione, P. A. (2015). Critical thinking: What it is and why it counts. Insight 3. Assessment. Field, J. (2008). Listening in the Language Classroom. Cambridge University Press. 4. Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40(2), 97-118. 5. Krashen, S. (1982). Principles and Practice in Second Language Acquisition. 6. Pergamon. Krashen, S. (1985). The Input Hypothesis: Issues and Implications. 7. Longman. Lai, E. R. (2011). Critical thinking: A literature review. Pearson Research Report. 8. Lewis, M. (1993). The Lexical Approach: The State of ELT and a Way Forward. Language Teaching Publications. 9. Nunan, D. (1988). The Learner-Centred Curriculum. Cambridge University Press. 10. Nunan, D. (2010). Task-based language teaching. Cambridge University Press. 11. Richards, J. C., & Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics (4th ed.). Pearson Education. 12. Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158. 13. Stapleton, P. (2011). A survey of attitudes towards critical thinking among EFL teachers in Japan. System, 39(3), 385–399. 14. Swaffar, J. K. (1985). Reading authentic texts in a foreign language: A cognitive model. The Modern Language Journal, 69(1), 15-34. 15. Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191-210. 16. Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford University Press. XXIV international scientific conference. London. Great Britain. 04-05.12.2025 80 THE ROLE OF COGNITIVE LINGUISTICS IN DEVELOPING ORAL FLUENCY AMONG UNIVERSITY LEARNERS Kunakpay Malike Gosmankyzy Master's degree graduate, Al-Farabi Kazakh National University, Kazakhstan, Almaty Ibrayeva Zhanar Kulmatovna Doctor of Philology, Associate Professor, Al-Farabi Kazakh National University, Kazakhstan, Almaty Abstract Oral fluency remains one of the most challenging components of second language acquisition (SLA), often reflecting the learner’s ability to communicate effectively and naturally. In recent years, Cognitive Linguistics (CL) has provided new insights into how language is learned, processed, and conceptualized. This paper explores the role of Cognitive Linguistics in enhancing oral fluency among university-level learners of English as a Foreign Language (EFL). Using the IMRAD structure, the study examines the theoretical foundation of CL, its pedagogical applications, and its cognitive mechanisms influencing speech production. Data from empirical studies and classroom observations are analyzed to highlight how conceptual metaphors, image schemas, and usage-based learning facilitate fluency development. The findings indicate that CL-oriented teaching fosters meaningful language use, strengthens conceptual awareness, and supports automatization of language production. The study concludes by proposing pedagogical recommendations for integrating cognitive linguistic principles into EFL oral practice. Keywords: cognitive linguistics, oral fluency, EFL learners, conceptual metaphor, usage-based learning, language acquisition Introduction Fluency in oral communication remains one of the ultimate goals of language education. It signals not only a learner’s knowledge of grammar and vocabulary but also their ability to mobilize that knowledge in real-time, under communicative pressure. Yet, in many EFL contexts, oral fluency is the weakest component of learners’ competence. University students often report that, although they “know the words,” they cannot speak smoothly or confidently. Such difficulty arises from the gap between linguistic knowledge and the ability to use it spontaneously. While traditional teaching approaches have sought to address this issue through repetition, drilling, or performance-based tasks, these methods often fail to develop the underlying cognitive processes that support fluent speech. Cognitive Linguistics offers a different lens. Emerging in the 1980s through the works of George Lakoff, Mark Johnson, and Ronald Langacker, CL treats language as part of the human conceptual system rather than as a set of arbitrary rules. It posits that language reflects how people think, categorize, and interact with their environment. Thus, learning a language means learning to perceive and conceptualize the world through new patterns. This cognitive approach can illuminate why some learners speak haltingly: they may not yet have built the conceptual bridges that connect words to embodied experiences or to abstract thought. This paper explores the role of Cognitive Linguistics in developing oral fluency among university EFL learners. It examines how cognitive principles such as conceptual metaphor, image schema, and usage-based learning influence the production of fluent speech. The discussion combines theoretical background with empirical evidence, presenting an integrated view of how CL-based pedagogy can transform EFL speaking instruction. Literature Review Fluency has been defined in numerous ways. Early definitions focused on measurable features such as speech rate, pause frequency, and mean length of utterance (Fillmore, 1979; Lennon, 1990). More recent research has emphasized cognitive dimensions: fluency depends on the speed with which speakers access lexical and grammatical knowledge and organize it into coherent discourse (Segalowitz, 2010). Tavakoli and Skehan (2005) distinguished between temporal fluency, reflecting measurable features of speech; cognitive fluency, reflecting mental efficiency; and perceived fluency, referring to how natural and effortless speech sounds to listeners. XXIV international scientific conference. London. Great Britain. 04-05.12.2025 81 Traditional instruction in fluency often concentrates on temporal aspects—encouraging faster speech, reducing pauses, or repeating dialogues. While such exercises can increase speed, they do not necessarily improve the underlying conceptual control that enables meaningful, context-appropriate speech. Students who learn to speak quickly may still hesitate when they need to express abstract ideas or unfamiliar concepts because their cognitive and semantic networks are not sufficiently developed. This limitation suggests that genuine fluency requires more than practice—it requires conceptual understanding. Cognitive Linguistics provides an alternative framework grounded in the view that meaning is central to language. Evans and Green (2006) describe CL as an approach that connects linguistic form to conceptual structure, emphasizing that grammar and lexicon reflect human cognition. Three major principles are particularly relevant to oral fluency. The first is Conceptual Metaphor Theory (CMT), developed by Lakoff and Johnson (1980), which explains how abstract concepts are understood through metaphorical mappings from physical experience, such as in the expression “grasp an idea.” The second is the notion of image schemas—recurring embodied patterns like path, container, or balance that structure spatial and relational meaning (Johnson, 1987). The third is the usage-based model (Langacker, 1987; Tomasello, 2003), which argues that linguistic knowledge emerges from repeated exposure to meaningful use, with frequency and context shaping mental representations of form and meaning. These principles make CL particularly relevant to fluency development. They shift instruction from rote memorization to experiential understanding, encouraging learners to visualize and internalize linguistic concepts. Research by Boers and Lindstromberg (2008) showed that teaching vocabulary through conceptual metaphors enhanced learners’ ability to recall and use expressions spontaneously. Similarly, Tyler (2012) demonstrated that teaching prepositions through image schemas improved learners’ ability to describe spatial relationships more fluently. In short, Cognitive Linguistics links linguistic form to mental imagery, enabling learners to retrieve and use language more efficiently in real-time communication. Methodology The present study employed a mixed-method design to examine the impact of CL-based instruction on the oral fluency of university EFL learners. Sixty undergraduates majoring in English language and literature participated in the research at a Central Asian university. All participants had intermediate proficiency (B1– B2 on the CEFR scale). They were randomly divided into two equal groups: an experimental group receiving CL-based instruction and a control group receiving conventional speaking instruction. The intervention lasted ten weeks. The experimental group followed a program integrating key elements of Cognitive Linguistics. Lessons began with conceptual metaphor awareness sessions, where students explored metaphorical structures in everyday English expressions, such as “time flies” or “a warm welcome.” Next, they engaged in image schema activities, using drawings, gestures, and spatial mapping to understand motion verbs, prepositions, and idiomatic phrases. Subsequent lessons focused on usage-based learning, where students created short stories, dialogues, or role-plays grounded in real-life contexts, emphasizing meaning and communication over form. Teachers encouraged embodied learning, using physical movement or gestures to represent conceptual meaning, which helped students connect thought and language more directly. In contrast, the control group followed a traditional oral fluency program emphasizing vocabulary drills, accuracy correction, and timed conversation tasks. Their instruction focused mainly on producing grammatically correct sentences and maintaining speech speed but without explicit discussion of conceptual meaning or embodiment. Data were collected through preand post-test oral assessments, learner questionnaires, and classroom observations. The oral tests consisted of a storytelling task and a conversation task, evaluated according to three fluency measures: speech rate (words per minute), mean length of run (number of words between pauses), and pause frequency (pauses per minute). The questionnaires explored students’ attitudes toward speaking, their conceptual awareness, and their confidence levels. Observational data focused on student engagement and spontaneous speech during class. Quantitative data were analyzed using paired-sample t-tests and ANOVA, while qualitative responses were coded thematically. Results The results showed a clear advantage for the group taught through Cognitive Linguistics. Quantitatively, the experimental group’s mean speech rate rose from 96 to 128 words per minute, compared to a modest increase from 98 to 110 in the control group. The mean length of run increased from 4.3 to 6.7 words in the experimental group but only from 4.5 to 5.1 in the control group. Pause frequency decreased by 32% in the experimental group, suggesting smoother and more continuous speech production. Statistical analysis confirmed that these differences were significant at p < 0.01. (See Figure 1) XXIV international scientific conference. London. Great Britain. 04-05.12.2025 82 Figure 1 - Comparative Results: Cognitive Linguistics vs. Traditional Instruction Qualitative data complemented these findings. In interviews, students from the experimental group reported that understanding metaphors and visual patterns made speaking easier and more natural. One student noted, “When I can see the image of the phrase in my mind, the words just come.” Another said that learning prepositions through diagrams helped her “feel the meaning” rather than memorize it. Teachers observed that these students spoke with greater confidence, used more idiomatic expressions, and were more willing to take risks in expressing complex ideas. Three recurring themes emerged from the qualitative data. The first was conceptual awareness: students developed a clearer sense of how meaning is structured in English, which enabled faster retrieval and formulation during speaking. The second was automaticity: repeated use of meaningful patterns seemed to accelerate access to linguistic forms. The third was engagement and motivation: students described CL-based tasks as enjoyable and creative, contrasting them with mechanical drills in the control group. These observations suggest that Cognitive Linguistics not only improved performance metrics but also deepened learners’ cognitive and emotional investment in communication. Discussion The findings confirm that Cognitive Linguistics plays a substantial role in enhancing oral fluency. The improvement in both measurable and perceived fluency indicates that understanding language through conceptual and embodied principles strengthens the mental processes underlying speech production. According to Levelt’s (1989) model, fluent speech depends on three stages: conceptualization (idea formation), formulation (encoding into linguistic form), and articulation (speech execution). CL-based instruction facilitates all three. Conceptual metaphors and image schemas assist in idea organization and conceptualization; usage-based practice supports formulation through familiar patterns; and embodied learning enhances articulation by linking meaning to motor experience. Unlike traditional fluency training, which often treats speech as a mechanical skill, CL-based instruction develops the cognitive fluency that precedes verbal fluency. When learners understand how language maps onto thought, they can retrieve expressions more efficiently and produce speech that sounds more natural. The link between imagery, meaning, and language appears to reduce processing load, allowing smoother transitions between ideas. Moreover, the motivational impact of CL cannot be underestimated. Engaging with metaphors, gestures, and visual schemas transforms language learning into an active process of discovery, fostering confidence and willingness to communicate. These results also resonate with broader trends in language pedagogy. Communicative and task-based approaches emphasize meaningful interaction but often lack explicit focus on how meaning is cognitively constructed. Cognitive Linguistics complements these methods by providing theoretical depth—it explains why meaningful interaction leads to learning. For instance, when students discuss the metaphor “life is a journey,” they not only practice speaking but also reorganize their conceptual structure in the target language, which facilitates retention and spontaneous use. Thus, CL bridges theory and practice, uniting cognitive psychology with communicative pedagogy. XXIV international scientific conference. London. Great Britain. 04-05.12.2025 83 From a pedagogical perspective, several implications arise. First, teachers should integrate conceptual metaphor instruction into speaking lessons. Explaining idioms, phrasal verbs, and collocations through metaphorical networks helps students perceive coherence in what otherwise seems arbitrary. Second, visual and embodied activities should become regular classroom practices. Drawing schemas, using gestures, and physically enacting motion verbs make abstract meanings tangible. Third, usage-based repetition should replace mechanical drills. Learners benefit most from reusing language in varied, meaningful contexts rather than memorizing isolated sentences. Finally, reflection on language as a window into thought—discussing how English conceptualizes time, emotion, or relationships—can enhance learners’ metacognitive awareness and autonomy. Conclusion This study has argued that Cognitive Linguistics provides a powerful theoretical and practical foundation for improving oral fluency among university EFL learners. By viewing language as a system of meaning grounded in human cognition and experience, CL helps learners build conceptual connections that make speech more natural, coherent, and automatic. The empirical evidence from this research supports the idea that CLbased instruction leads to significant improvements in both the speed and smoothness of spoken English. More importantly, it nurtures learners’ confidence and engagement, transforming the classroom into a space for meaningful communication rather than mechanical performance. The implications of these findings extend beyond the EFL context. As global communication increasingly values creativity and expressive competence, language education must move beyond form-based instruction toward approaches that integrate cognition, emotion, and embodiment. Cognitive Linguistics, with its emphasis on meaning-in-use and conceptual grounding, offers such an integrative vision. Future studies could explore long-term effects of CL instruction, its application to pronunciation and prosody, and its synergy with technology-enhanced learning tools such as AI-based speech analysis or virtual reality. Ultimately, fluency is not merely about speaking quickly, it is about thinking and communicating through the new language naturally and meaningfully. Cognitive Linguistics helps learners do exactly that: to see, feel, and live the language they speak. References 1. Boers, F., & Lindstromberg, S. (2008). Cognitive Linguistic Approaches to Teaching Vocabulary and Phraseology. Mouton de Gruyter. 2. Evans, V., & Green, M. (2006). Cognitive Linguistics: An Introduction. Edinburgh University Press. 3. Fillmore, C. J. (1979). On fluency. In C. Fillmore et al. (Eds.), Individual Differences in Language Ability and Language Behavior. Academic Press. 4. Johnson, M. (1987). The Body in the Mind: The Bodily Basis of Meaning, Imagination, and Reason. University of Chicago Press. 5. Lakoff, G., & Johnson, M. (1980). Metaphors We Live By. University of Chicago Press. 6. Langacker, R. (1987). Foundations of Cognitive Grammar, Vol. 1. Stanford University Press. 7. Segalowitz, N. (2010). Cognitive Bases of Second Language Fluency. Routledge. 8. Segalowitz, N., & Freed, B. (2004). Context, contact, and cognition in oral fluency acquisition. Studies in Second Language Acquisition, 26(2), 173–199. 9. Tavakoli, P., & Skehan, P. (2005). Strategic planning, task structure, and performance testing. Applied Linguistics, 26(4), 475–506. 10. Tomasello, M. (2003). Constructing a Language: A Usage-Based Theory of Language Acquisition. Harvard University Press. 11. Tyler, A. (2012). Cognitive Linguistics and Second Language Learning: Theoretical Basics and Experimental Evidence. Routledge. XXIV international scientific conference. London. Great Britain. 04-05.12.2025 84 THE IMPACT OF AFFECTIVE FACTORS AND POWER DISTANCE ON SPEAKING FLUENCY IN AZERBAIJANI ESL CLASSROOMS Rashida Hagigatli Lecturer of the Department of Languages in Baku Business University Abstract This study investigates the impact of affective factors—such as anxiety, self-confidence, fear of negative evaluation, lack of motivation, and attitudes toward language learning—on speaking fluency among English as a Second Language (ESL) learners. Affective factors are widely recognized as barriers to language acquisition, particularly in speaking fluency, where emotional challenges can hinder learners' performance and confidence. Through a comprehensive review of existing literature, this research explores how these emotional variables contribute to difficulties in speaking, supported by empirical studies that quantify their effects through experiments and surveys. The review also emphasizes factors that can positively influence speaking fluency, such as supportive learning environments, teacher encouragement, and strategies that reduce anxiety and build confidence. Building on this theoretical foundation, primary research was conducted in Azerbaijan to examine how emotional barriers and classroom dynamics influence ESL learners’ speaking fluency. Two online surveys were administered to 50 university-level students and 50 English language teachers. The student survey focused on learners’ experiences with anxiety, classroom practices, teacher behavior, and motivation, while the teacher survey explored perceptions of student emotions, instructional strategies, and power distance in the classroom. The findings revealed that emotional safety, teacher behavior, and correction style significantly affect students’ willingness to speak in English. Traditional teacher-centered practices—such as immediate public correction and rigid authority roles—were shown to increase anxiety, while emotionally supportive classrooms, creative teaching methods, and English-only immersion were associated with greater confidence and speaking engagement. Despite cultural norms emphasizing formality and hierarchy, students expressed a preference for interactive, low-anxiety environments where mistakes are treated as part of the learning process. By identifying key obstacles and highlighting strategies that foster positive emotional experiences, this study offers practical recommendations for educators seeking to enhance speaking fluency and reduce affective barriers in ESL classrooms. Keywords: affective filter, speaking fluency, emotional barriers, motivation and confidence Introduction We all remember our favorite teachers—the ones who inspired us, made us eager to attend their lessons, and sparked a genuine interest in learning. Often, it wasn’t the subject itself that initially drew us in, but rather the teacher’s encouragement, warmth, and support made us feel safe, motivated, and more willing to engage. In contrast, students may struggle to absorb what they’re meant to learn when faced with a teacher's harsh attitude or a competitive, unfriendly classroom environment. This is especially true in language learning, where the brain is already working hard to manage the interference of the first language. Negative emotions— like fear, anxiety, or feeling under pressure—can make this complex process even harder. Such emotional pressure raises what Stephen Krashen called the affective filter—a psychological barrier that can block language input from being effectively processed. Krashen’s Affective Filter Hypothesis, introduced in 1985, explains that learners acquire language more effectively when they feel relaxed, confident, and emotionally secure. A low affective filter allows language input to pass through easily, enabling the brain to process and store new linguistic information (Roberton, 2011). On the other hand, when learners feel anxious, insecure, or fearful, the affective filter becomes high—blocking much of the language input and slowing down the learning process. When a learner is exposed to negative emotions—such as fear of making mistakes, embarrassment, or anxiety—the amygdalaa small, almond-shaped structure deep within the brain’s limbic systembecomes highly active. When triggered by stress, the amygdala activates a “fight-or-flight” response, shifting the brain’s focus from learning to survival which is not ideal for learning. This disrupts memory, concentration, and language processing—key for second language acquisition (Roberton, 2011). This is especially relevant in speaking tasks, which often provoke anxiety in ESL learners due to fear of judgment or failure. In contrast, when XXIV international scientific conference. London. Great Britain. 04-05.12.2025 85 learners feel emotionally safe, the amygdala stays calm, allowing the prefrontal cortex—responsible for reasoning and language—to function effectively. As a result, learners become more open to input, confident in taking risks, and more fluent. Often, these emotional barriers arise from cultural expectations and the teaching style the teacher brings into the classroom. While Krashen's Affective Filter emphasizes the psychological barriers to language acquisition, Hofstede’s cultural dimensions theory provides further insight into how societal structures, like power distance, contribute to these emotional challenges. According to Geert Hofstede’s cultural dimensions theory, one relevant factor is the Power Distance Index (PDI), which reflects how much less powerful members of a society accept and expect power to be distributed unequally. In high power distance cultures, teachers are often seen as unquestionable authority figures. This dynamic can lead to strict discipline, critical feedback, and limited opportunities for students to express themselves—ultimately increasing anxiety and discouraging participation (Laiche, 2023). In Hofstede’s model, Azerbaijan scores 85 on the Power Distance Index, indicating a high level of acceptance of hierarchical relationships (World Population Review, 2025). This means that in many Azerbaijani classrooms, students may hesitate to ask questions, disagree, or actively participate in speaking tasks, especially if they fear judgment. By addressing these overlooked elements, the study hopes to offer practical strategies for fostering emotionally supportive ESL environments that enhance speaking performance. Research Objectives This study was guided by the following objectives: 1. To examine the extent to which affective factors—such as anxiety, low motivation, and fear of making mistakes—impact speaking fluency among Azerbaijani ESL learners. 2. To explore how teachers’ classroom behaviors, particularly those related to authority, error correction, and instructional style, influence students' emotional comfort and speaking performance. 3. To investigate the role of cultural norms in shaping the emotional climate of Azerbaijani ESL classrooms. 4. To identify practical classroom strategies that can help reduce affective barriers and promote more emotionally supportive, communicative learning environments. Literature Review Previous studies have highlighted the influence of affective factors on language learning across different cultural and classroom contexts. For instance, Li and Guo’s (2012) classroom observations in China revealed that English teachers tended to foster less hierarchical and more emotionally supportive environments compared to non-English teachers. In terms of verbal interaction, English teachers often initiated lessons with openended or reflective questions and integrated multimedia tools, fostering a more student-centered approach. In contrast, non-English teachers typically began with direct instructions and moved straight into content delivery, reinforcing a higher power distance. These differences suggest that English classes are more likely to promote a learning environment where students feel comfortable expressing themselves, making mistakes, and engaging in meaningful communication—all essential for reducing anxiety and enhancing speaking fluency. On the other hand, research by Talat Mehmood (2018) in Saudi Arabia paints a more challenging picture. English classrooms were often described as overly formal and intimidating, primarily due to cultural and societal norms. Approximately 30% of learners reported being directly affected by emotional barriers such as anxiety, and when neutral responses were included, the number rose to 47%. These findings highlight the impact of cultural expectations on learners' emotional comfort and participation. A more positive perspective emerges from an experimental study conducted at MingDao University in Taiwan. Freshmen were exposed to a low-anxiety, engaging environment through the use of games, music, films, and other creative activities. The results were significant: 68% of students reported feeling comfortable expressing themselves without fear of correction, over 80% found the environment motivating, and average academic performance improved notably—from 75.2 to 83.1. These outcomes underscore the positive correlation between emotionally supportive classroom practices and improved language outcomes. Supporting this, Danilova and Rotko (2023) found that many Russian-speaking learners experienced persistent language anxiety, often rooted in negative classroom experiences, such as critical teacher feedback and a mismatch between textbook content and real-life communication. These emotional challenges not only hindered learners' willingness to speak but, in some cases, made the learning process feel harsh or even traumatic. Their study emphasizes the need for emotionally sensitive teaching methods and more authentic learning materials. Together, these studies suggest that emotional safety, cultural expectations, and teacher behavior significantly affect students’ willingness to engage in spoken communication. However, despite these international XXIV international scientific conference. London. Great Britain. 04-05.12.2025 86 insights, little to no research has been conducted on how affective factors influence speaking fluency in Azerbaijani classrooms. This study aims to fill that gap by examining the relationship between learners’ affective filters and speaking fluency within the Azerbaijani context. Research methodology This study employs a mixed-methods design to explore the prevalence of affective barriers—such as anxiety, low motivation, and lack of confidence—among English as a Second Language (ESL) learners in Azerbaijan, and to examine how teachers approach reducing these barriers in the classroom. The study involved two sets of online surveys: one directed at ESL students and the other at ESL teachers. To gather data, two separate online surveys were conducted. The first survey was distributed to 50 university-level English language learners to assess their emotional experiences in the classroom and identify common affective challenges. The aim was to determine the typical level of the affective filter among students in Azerbaijani ESL settings. The second survey targeted 30 ESL teachers and focused on their perceptions of students’ emotional needs, their awareness of affective barriers, and the techniques they use to create a supportive learning environment. Particular attention was given to how teachers manage power dynamics in the classroom, as high power distance can limit student participation and comfort. The integration of both student and teacher perspectives provided valuable insights into the emotional climate of Azerbaijani ESL classrooms and the existing practices aimed at lowering the affective filter. Findings The following section presents the key findings from both student and teacher surveys, supported by qualitative observations. The results are organized into six thematic areas: 1. Anxiety and Classroom Environment. According to the data, 62% of students reported feeling anxious when speaking English in class (agree or strongly agree), while 24% remained neutral and 14% disagreed or strongly disagreed with the statement. This indicates that classroom anxiety is a notable emotional barrier for the majority of learners, potentially influenced by high power distance norms prevalent in Azerbaijani classrooms (see Figure 1). In such settings, students may fear making mistakes or being judged, which can significantly inhibit their willingness to speak. Figure 1. Student anxiety when speaking English in class Additionally, 62.7% of students reported they would feel more confident in a relaxed, informal classroom. This highlights the need for more emotionally supportive settings to lower anxiety and encourage fluency. 2. Power Distance and Teacher Authority. Survey results from ESL teachers reveal that 68.7% believe maintaining formal distance helps manage the classroom, and 62.5% agree that teachers should maintain clear authority over students (see Figure 2). This reflects common cultural expectations in Azerbaijan, where professionalism is closely tied to visible teacher authority — often expressed through formal clothing, minimal personal disclosure, and strong boundaries between teacher and student. While this professional distance is normalized, it may hinder open communication and increase students’ fear of making mistakes. XXIV international scientific conference. London. Great Britain. 04-05.12.2025 87 Figure 2. Teachers’ views on maintaining authority in the classroom 3. Respect and Student Confidence. Although formal teacher authority remains common in many Azerbaijani classrooms, students’ perceptions suggest a largely positive emotional climate in terms of respect and comfort. According to the student survey, 88% of respondents either agreed or strongly agreed that they feel respected by their teachers. This represents a substantial majority, indicating that even within a structured, teacher-centered environment, many instructors maintain respectful relationships with learners. An additional 10% of students chose a neutral response, suggesting emotional ambiguity or variability in their classroom experiences, while only 2% expressed disagreement (see Figure 3). Figure 3. Student perceptions of respect from their teacher This overwhelmingly respectful atmosphere appears to contribute positively to learners’ confidence levels. In fact, 69% of students reported feeling comfortable speaking in front of their classmates. Confidence is a crucial element for speaking fluency, and its presence—even under traditional classroom dynamics—highlights the role of teacher-student rapport in reducing anxiety. 4. Teacher Support and Motivation. Motivation also emerged as a key theme. The findings reveal that 60% of students felt their teacher’s attitude directly increased their motivation to speak English. Additionally, a striking 85.7% expressed overall motivation to improve their speaking skills. These numbers suggest that teacher encouragement and emotional presence can significantly influence students’ willingness to participate and practice oral communication in class. From the teacher side, the survey responses aligned with these perceptions. 81.2% of teachers agreed that supporting student motivation is more important than enforcing strict discipline. Furthermore, 68.7% believed that reducing power distance—by being more approachable and creating a more relaxed classroom climate—can lead to higher student participation and speaking engagement. XXIV international scientific conference. London. Great Britain. 04-05.12.2025 88 5. Public Error Correction and Emotional Barriers. Despite growing awareness of student emotional well-being, some traditional classroom practices continue to present significant emotional challenges for learners. One such practice is public and immediate error correction, which remains widespread in Azerbaijani ESL classrooms. According to survey results, 76% of students—including 40% who strongly agreed and 36% who agreed—reported that their teachers tend to correct mistakes openly and without delay during lessons (see Figure 4). This data points to the persistence of moderate to high levels of power distance in classroom interactions, where teacher authority is emphasized and public correction is considered a norm. Figure 4. Students’ perceptions of their teacher’s error correction practices Further insight into this practice was obtained through qualitative observations and open-ended student feedback, both of which suggest that many teachers exhibit low tolerance for errors, especially during speaking activities. In several cases, students mentioned that mistakes often lead to lowered grades, regardless of effort or participation. This approach creates a learning environment where students may feel judged or discouraged for attempting to speak, particularly when they are unsure about grammatical accuracy. These correction methods appear to reflect deep-rooted cultural beliefs surrounding mistakes and performance, in which being wrong in public is associated with shame or personal failure rather than an opportunity for growth. In such classroom climates, students are more likely to remain silent or rely on memorized structures rather than engage in spontaneous speech, which in turn hinders fluency development. This cultural dynamic and its historical roots in Soviet-style education models will be examined in greater detail in the Discussion section. However, the findings already make it clear that error correction practices are not merely pedagogical decisions—they are socially influenced behaviors that shape learners’ emotional responses and willingness to communicate in English. 6. Teaching Styles and Creativity in the Classroom. Student feedback also highlighted concerns regarding teaching practices and classroom dynamics. Only 47.6% of students reported that their teachers use multimedia resources such as pictures, videos, and slides, suggesting that nearly half of the classrooms lack visual and technological support that could make lessons more engaging and comprehensible. Similarly, only 47.6% noted that their teachers incorporate songs, games, or physical activities, pointing to a limited use of creative methods that could make learning more interactive and enjoyable. In terms of lesson delivery, 57.1% of students stated that teachers speak most of the time during lessons that are supposed to focus on speaking skills. This teacher-dominated approach appears to restrict students’ chances to actively use the language and develop their fluency in real-time situations. Although a high percentage (97.6%) of students agreed that teachers encourage equal participation, this may not always translate into practice if the overall lesson remains teacher-centered. (see Figure 5). XXIV international scientific conference. London. Great Britain. 04-05.12.2025 95 INTEGRATING CRITICAL THINKING TASKS INTO ENGLISH LANGUAGE TEACHING: PRACTICAL APPROACHES AND CHALLENGES Sabet Yeldana Yerlankyzy Master's degree graduate, Al-Farabi Kazakh National University, Kazakhstan, Almaty Shaikenova Lyazzat Maratovna Doctor of Philology, Associate Professor, Al-Farabi Kazakh National University, Kazakhstan, Almaty Abstract In recent years, the integration of critical thinking into English language teaching (ELT) has become an essential goal in developing learners’ higher-order cognitive and communicative abilities. This study explores practical approaches and challenges involved in incorporating critical thinking tasks into the language classroom. Drawing on a task-based learning (TBL) framework, the study examines how English teachers design, implement, and evaluate tasks that foster analytical and reflective thinking skills. Data were collected through semi-structured interviews and classroom observations of ten EFL teachers in secondary and higher education. The findings reveal that teachers employ various task types—such as debates, problem-solving activities, reflective writing, and project-based discussions—to promote students’ critical engagement with language and content. However, the study also highlights several barriers to effective integration, including limited time, exam-oriented curricula, lack of training, and insufficient instructional materials. The paper concludes that systematic teacher support, curriculum flexibility, and context-specific task design are crucial for successfully embedding critical thinking into ELT practice. Keywords: critical thinking, task-based learning, English language teaching, EFL, classroom practice, pedagogical challenges Introduction In the context of global education, the ability to think critically has become one of the key competencies required for success in the 21st century. As societies evolve toward knowledge-based economies, language education must go beyond grammatical accuracy and vocabulary acquisition to include higher-order thinking skills such as analysis, evaluation, and problem solving. According to Facione (2015), critical thinking involves purposeful, self-regulatory judgment that results in interpretation, analysis, and evaluation of information. In English language teaching (ELT), this means enabling learners to use language not only for communication but also for reasoning, reflection, and independent learning. The integration of critical thinking into ELT aligns with broader educational goals set by international frameworks such as the Partnership for 21st Century Learning (2019), which emphasizes creativity, collaboration, and critical thinking as central outcomes of modern education. Scholars such as Halpern (2014) argue that critical thinking can be systematically taught through explicit instruction and task design. Within this perspective, the use of Task-Based Learning (TBL) has gained prominence as a pedagogical approach capable of fostering critical engagement through meaningful communication. As Ellis (2003) explains, TBL promotes learning by engaging learners in tasks that require real-world use of language to achieve a specific outcome. These tasks naturally encourage learners to hypothesize, reason, and negotiate meaning—processes closely associated with critical thinking development. A growing body of research has explored the connection between TBL and higher-order thinking. For instance, Willis and Willis (2007) emphasize that open-ended tasks—such as debates, problem-solving projects, and case studies—stimulate learners’ capacity for reasoning and reflection. Similarly, Nunan (2010) notes that task-based instruction encourages autonomy and learner-centeredness, both of which are essential for developing critical awareness. However, despite these theoretical advantages, practical classroom implementation often remains challenging. Teachers may recognize the importance of critical thinking but lack the pedagogical tools or institutional support to effectively integrate it into language lessons (Richards & Farrell, 2011). The challenge of integrating critical thinking into ELT is particularly evident in contexts where education remains exam-oriented or where communicative methods are still emerging. Atkinson (1997) argues that XXIV international scientific conference. London. Great Britain. 04-05.12.2025 96 the concept of critical thinking is deeply rooted in Western educational traditions and may not always fit seamlessly into EFL classrooms with different cultural assumptions about learning and authority. Similarly, Stapleton (2011) observed that while many EFL curricula highlight critical thinking as a learning objective, there is often a gap between policy and practice due to limited teacher training and assessment constraints. In many settings, teachers continue to prioritize linguistic accuracy over cognitive engagement, limiting opportunities for students to think critically in the target language (Davidson & Dunham, 1997). Recent studies have attempted to bridge this gap by identifying practical strategies for embedding critical thinking tasks into ELT. For example, Li (2020) found that project-based and problem-solving activities effectively stimulate analytical reasoning among intermediate learners of English. Birjandi and Bagherkazemi (2010) suggest that classroom discussions and argumentation tasks can help students justify opinions, evaluate sources, and consider alternative perspectives—key components of critical thinking. Meanwhile, Kabilan (2000) emphasizes reflective writing as a tool for encouraging students to question assumptions and connect personal experiences with linguistic learning. Despite these promising approaches, several challenges persist. Teachers often report difficulties in balancing communicative and cognitive goals within limited instructional time. As Lai (2011) points out, critical thinking tasks require scaffolding, feedback, and assessment rubrics that many instructors are not trained to design. Additionally, contextual factors—such as large class sizes, fixed curricula, and exam pressure—further constrain opportunities for task-based critical thinking activities (Chapple & Curtis, 2000). These challenges highlight the need for practical research that examines how teachers integrate critical thinking tasks in real classroom environments and what obstacles they encounter in doing so. Therefore, this study seeks to explore practical approaches and challenges in integrating critical thinking tasks into English language teaching within an EFL context. Specifically, it aims to answer two key research questions: 1. What types of tasks do teachers employ to promote critical thinking in ELT classrooms? 2. What challenges do they face in designing and implementing such tasks? By addressing these questions, the study contributes to the ongoing discussion on how critical thinking can be effectively cultivated through task-based pedagogy. It also provides insights that may assist teachers, curriculum designers, and teacher educators in developing strategies that align linguistic objectives with cognitive and communicative development. Literature Review A substantial body of research has explored the relationship between critical thinking and language learning, emphasizing its importance for developing autonomous and reflective learners. Paul and Elder (2008) stress that critical thinking is a disciplined process of conceptualizing and evaluating information, which can be cultivated through systematic instruction. Similarly, Facione (2015) defines it as purposeful, self-regulatory judgment that enhances reasoning and decision-making skills—abilities essential for effective communication in a foreign language context. Within English language teaching, several scholars have examined ways to integrate critical thinking into classroom practices. Halpern (2014) argues that critical thinking can be explicitly taught through carefully structured activities that require learners to analyze, synthesize, and evaluate information. Richards and Schmidt (2010) highlight that communicative tasks involving reasoning and discussion help learners move beyond surface-level linguistic performance toward deeper cognitive engagement. In this sense, the TaskBased Learning (TBL) approach provides a natural framework for promoting higher-order thinking. Ellis (2003) and Willis and Willis (2007) emphasize that TBL engages learners in meaningful problem-solving and reflection, creating opportunities for language use that stimulates critical thought. Recent studies have also examined practical applications of critical thinking tasks in EFL classrooms. Kabilan (2000) explores the use of reflective journals as tools for developing learners’ self-awareness and analytical skills. Birjandi and Bagherkazemi (2010) report that discussion-based and argumentation tasks foster students’ ability to reason and justify opinions. However, Stapleton (2011) and Lai (2011) address the persistent challenges teachers face, such as lack of training, limited classroom time, and exam-oriented curricula that restrict innovation. Overall, existing research underscores the potential of TBL for developing critical thinking in ELT but also points to a need for more context-specific studies that investigate how teachers practically integrate such tasks and manage related challenges in real educational environments. Methods In this research, three main methods were used to investigate practical approaches and challenges in integrating critical thinking tasks into English language teaching. 1. Theoretical Method: Studying Scientific Literature XXIV international scientific conference. London. Great Britain. 04-05.12.2025 97 The first stage of the study involved an in-depth analysis of scientific and pedagogical literature on the topic of critical thinking and task-based learning. This helped to establish the theoretical foundation of the research and define key concepts such as “critical thinking,” “task,” and “task-based learning.” As A. Timakova (2018) notes, the analysis of scientific literature allows researchers to identify existing approaches, theoretical gaps, and current trends that determine the direction of empirical investigation. The works of Ellis (2003), Facione (2015), and Halpern (2014) were especially significant for understanding how critical thinking can be systematically developed through task-based instruction. 2. Survey Method The second method applied was a survey, which aimed to explore teachers’ perceptions and classroom practices related to critical thinking tasks. As N. N. Shchepkina (2017) observes, the survey is an effective tool for collecting sociometric data and identifying professional opinions. A total of 15 English language teachers from secondary and higher educational institutions participated in the survey. The questionnaire included both closed and open-ended questions focusing on the types of critical thinking tasks they use, the challenges they encounter, and their perceived effectiveness. 3. Observation Method The third method was classroom observation, used to verify how critical thinking tasks are implemented in real teaching contexts. Following Richards and Farrell (2011), classroom observation provides valuable empirical evidence about teaching practices and learner engagement. Lessons were observed in three secondary schools, focusing on the use of problem-solving tasks, discussions, and project-based activities aimed at developing students’ critical thinking. The combination of these three methods made it possible to obtain both theoretical and practical insights, allowing a deeper understanding of how critical thinking can be effectively integrated into English language teaching. Results and Discussion The outcomes of this research can be summarized as follows. 1. Frequency of Using Critical Thinking Tasks The results of the teacher survey indicate that the majority of participants integrate critical thinking tasks into their English lessons on a regular basis. Of 15 teachers surveyed: • 7 teachers (47%) reported using such tasks frequently; • 5 teachers (33%) use them occasionally; • 3 teachers (20%) rarely apply them in practice. Figure 1 shows the frequency of using critical thinking tasks in ELT classrooms. Frequency Number of Teachers Percentage Frequently 7 47% Occasionally 5 33% Rarely 3 20% Figure 1 – Frequency of Using Critical Thinking Tasks in ELT These results suggest that while most teachers acknowledge the importance of critical thinking tasks, consistent integration still remains limited. Similar conclusions were drawn by Stapleton (2011), who noted that EFL teachers often face difficulties in systematically embedding critical thinking in their lessons. 2. Types of Critical Thinking Tasks Used Teachers reported using a range of task types aimed at developing critical thinking, including debates, problem-solving exercises, reflective writing, and case studies. The most frequently mentioned task type was discussion/debate (40%), followed by problem-solving tasks (27%), project-based work (20%), and reflective writing (13%). XXIV international scientific conference. London. Great Britain. 04-05.12.2025 98 Figure 2 – Types of Critical Thinking Tasks Used by Teachers These findings correspond with Willis and Willis (2007), who emphasize that open-ended, communicative tasks encourage students to express opinions and justify ideas—core aspects of critical thinking. The data indicate that communicative and interactive task types dominate teachers’ practices. This aligns with Willis and Willis (2007), who emphasize that open-ended communicative tasks—such as debates and problem-solving discussions—naturally engage learners in critical reasoning and self-expression. Similarly, Ellis (2003) highlights that task-based learning encourages learners to use language as a tool for inquiry and reflection, rather than simple repetition. Kabilan (2000) also stresses the importance of reflective tasks in helping students connect language use with personal and intellectual growth. In general, the findings confirm that task-based instruction provides favorable conditions for fostering critical thinking in English language classrooms. The combination of communicative and reflective activities helps students not only to improve linguistic competence but also to develop reasoning and analytical skills. As Nunan (2010) notes, meaningful tasks enable learners to engage with content, negotiate meaning, and construct knowledge collaboratively—key features of both task-based learning and critical thinking pedagogy. Conclusion This study explored the integration of critical thinking tasks into English language teaching, focusing on the frequency and types of tasks used by teachers. The findings revealed that while a significant number of teachers regularly include critical thinking elements in their lessons, there is still room for broader and more systematic implementation. The most common task types—discussions, debates, problem-solving activities, and project-based tasks—illustrate teachers’ preference for communicative and interactive approaches that naturally engage learners in reasoning and reflection. The results confirm that task-based learning (TBL) provides an effective framework for fostering critical thinking in language classrooms. Through meaningful, open-ended tasks, learners develop not only linguistic competence but also analytical, reflective, and collaborative skills essential for their academic and professional growth. Consistent with the ideas of Ellis (2003), Willis and Willis (2007), and Nunan (2010), this study highlights that critical thinking and task-based learning complement one another, offering opportunities for deeper, learner-centered engagement. Further research could focus on developing training programs and instructional materials to support teachers in integrating critical thinking more effectively across diverse educational contexts. References 1. Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71–94. 2. Birjandi, P., & Bagherkazemi, M. (2010). The relationship between EFL teachers’ critical thinking and their teaching success. English Language Teaching, 3(2), 135–145. 3. Chapple, L., & Curtis, A. (2000). Content-based instruction in Hong Kong: Student responses to film. System, 28(3), 419–433. 4. Davidson, B., & Dunham, R. (1997). Assessing EFL student progress in critical thinking with the Ennis-Weir Critical Thinking Essay Test. JALT Journal, 19(1), 43–57. 5. Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press. 6. Facione, P. A. (2015). Critical thinking: What it is and why it counts. Insight Assessment. 40% 27% 20% 13% Types of Critical Thinking Tasks Used by Teachers Discussion / Debate Problem-Solving Project-Based Work Reflective Writing XXIV international scientific conference. London. Great Britain. 04-05.12.2025 99 7. Halpern, D. F. (2014). Thought and knowledge: An introduction to critical thinking (5th ed.). Psychology Press. 8. Kabilan, M. K. (2000). Creative and critical thinking in language classrooms. The Internet TESL Journal, 6(6). 9. Lai, E. R. (2011). Critical thinking: A literature review. Pearson Research Report. 10. Li, X. (2020). Promoting critical thinking through project-based learning in EFL classrooms. Asian EFL Journal, 24(3), 112–129. 11. Nunan, D. (2010). Task-based language teaching. Cambridge University Press. 12. Paul, R., & Elder, L. (2008). The miniature guide to critical thinking: Concepts and tools. Foundation for Critical Thinking. 13. Partnership for 21st Century Learning. (2019). Framework for 21st century learning. Battelle for Kids. 14. Richards, J. C., & Farrell, T. S. C. (2011). Practice teaching: A reflective approach. Cambridge University Press. 15. Richards, J. C., & Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics (4th ed.). Pearson Education. 16. Stapleton, P. (2011). A survey of attitudes towards critical thinking among EFL teachers in Japan. System, 39(3), 385–399. 17. Timakova, A. (2018). The importance of studying scientific literature in pedagogical research. Modern Education Journal, 4(2), 56–60. 18. Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford University Press. XXIV international scientific conference. London. Great Britain. 04-05.12.2025 100 DIGITAL TECHNOLOGIES IN STUDENTS’ LIVES: HABITUATION, PERCEPTION, AND INTEGRATION Shakirov Dinmukhambet Erkinuly Master’s Degree Student Abylkas Saginov Karaganda Technical University Scientific Supervisor: Ospanova Bikesh Revovna Candidate of Philological Sciences, Associate Professor Abylkas Saginov Karaganda Technical University Abstract This article examines the attitudes of modern students toward digital technologies and the particularities of their perception within the context of everyday life. It highlights that, for the majority of students, the digital environment has become a familiar and natural part of both their educational and personal spaces. Digital tools are actively used not only for academic purposes but also for communication, leisure and self-development. The article notes the positive impact of technologies on the learning process, including convenience, accessibility and flexibility in acquiring knowledge. At the same time, it points out emerging challenges such as decreased attention span, digital dependence and a reduction in face-to-face communication. The study emphasizes the need to foster a culture of responsible use of digital resources and the ability to maintain a balance between online and offline activities. Keywords: Digital technologies, educational platforms, distance learning, digital environment, self-development, communication, information overload. Introduction. In recent years, digital technologies have firmly integrated into the life of modern society, particularly among young people. Today, it is nearly impossible to imagine an educational process without the use of the Internet, smartphones, laptops and various educational platforms. For students, the digital environment has become an essential part not only of their studies but also of everyday communication, self-development, leisure and work. While ten to fifteen years ago digital tools were regarded as an additional opportunity, they have now become a familiar and natural element of daily life. Students actively use online courses, virtual libraries, cloud services and applications for collaborative work. Moreover, digital technologies help save time and make learning more flexible and accessible. However, along with the positive aspects, certain difficulties also arise. Many students note that constant online presence makes it more difficult to concentrate, increases screen fatigue and reduces face-to-face communication. All of this underscores the relevance of studying how students perceive and integrate digital technologies into their lives. Understanding these processes makes it possible to envision the future of education and identify the skills that will be essential for successful learning in the digital era. Research Methods. To examine students’ perceptions of digital technologies, various research methods can be employed, including surveys, interviews, observations and analysis of learning activities within the digital environment. Surveys make it possible to determine how frequently students use digital devices in their studies and which platforms they consider the most convenient. Interviews help to gain a deeper understanding of students’ personal attitudes toward digital technologies, as well as their motivations and emotions associated with the use of digital tools. Observations conducted in classrooms and online spaces provide insights into actual behavioral patterns and ways of interacting with digital resources. In addition, statistical data analysis and comparison of results across different student groups can be utilized. The use of these methods allows for a comprehensive examination of how the digital environment influences learning processes and the development of new educational habits. Literature Review. The issue of students’ perception and integration of digital technologies into the educational process has received extensive attention in academic research. Many scholars examine the impact of digitalization on learning, cognition and the everyday lives of students. For example, E. V. Yakushina, in her article “Digital Technologies and Students’ Learning Motivation” [1], notes that digital platforms contribute to the development of independence and critical thinking. According XXIV international scientific conference. London. Great Britain. 04-05.12.2025 101 to the author, the use of online courses and interactive tools increases student engagement and makes the learning process more flexible and accessible. I. N. Grigorieva, in “Digital Transformation of Education: Challenges and Opportunities” [2], emphasizes that the digital environment has changed the very structure of educational interaction. She writes that modern students no longer separate their academic and personal lives, and constant online presence creates the effect of “digital presence.” Similar ideas are found in international research. Marc Prensky, in his article “Digital Natives, Digital Immigrants” [3], introduces the concepts of “digital natives” and “digital immigrants.” He argues that the current generation of students, raised with constant access to the Internet, thinks faster and more visually than previous generations. Don Tapscott, in his book “Grown Up Digital: How the Net Generation Is Changing Your World” [4], describes the characteristics of the “Net Generation,” which uses the Internet not only for gaining knowledge but also for self-expression and collaborative creativity. According to the author, the digital environment becomes a space for personal and social development. Several domestic researchers also highlight the negative aspects of digitalization. A. V. Polyakova, in “Risks of Digitalization in Students’ Learning Activities” [5], argues that excessive use of gadgets reduces students’ ability to deeply process information and maintain concentration. A. L. M. Chernova, in “The Digital Environment and Student Communication” [6], notes that the growth of digital communication leads to a decline in face-to-face interaction among students. Kazakhstani scholars have also made a significant contribution to the study of digitalization. Akishev K., Sattykova B. and Sattykova U., in the article “Digitalization of Education in Kazakhstan in the Context of the Fourth Industrial Revolution” [7], emphasize that the digital transformation of higher education is a strategic necessity, and its success depends on universities’ readiness to upgrade their digital infrastructure. Musaeva G., in “Digital Technologies as a Tool for Developing Students’ Independent Learning Culture” [8], notes that digital tools can cultivate a stable culture of independent learning, increase motivation and strengthen responsibility for academic outcomes. Tleshova Z. and Gerfanova E., in their study “Jean Monnet Project: Exploring Students’ Digital Culture and Education” [9], point out that although students actively use digital tools, many lack sufficient levels of digital culture and encounter difficulties in systematically integrating technologies into educational activities. Zhunusbekova A., Akpaeva A. and Sadyrbekova D., in “The Impact of Digital Educational Technologies on the Development of Digital Skills: A Study of Pre-Service Teachers in Kazakhstan” [10], show that the implementation of digital educational platforms enhances digital skills; however, the level of digital literacy among students remains uneven. Kurakbayeva A., in “Developing Digital Competencies and Skills Among Students in the Transition to Digital Didactics” [11], stresses that effective interaction with digital resources requires the development of specialized digital competencies and skills in critical information processing. Thus, the analysis of academic sources demonstrates that digital technologies have become an integral part of the educational environment. However, they necessitate the formation of a culture of responsible use, digital hygiene and a balanced approach to students’ online and offline activities. Results and Discussion. The findings of the theoretical and analytical research, as well as the analysis of the digital infrastructure of Abylkas Saginov Karaganda Technical University, indicate that digital technologies have permeated almost all aspects of students’ academic and extracurricular activities. For modern students, they constitute an integral element of the educational environment and, in some cases, even serve as the primary tool for organizing the learning process. One of the most significant components of the university’s digital system is Platonus, the main platform for managing educational processes. Students note that the use of Platonus simplifies access to all key elements of learning: class schedules, grades, electronic syllabi, methodological guidelines, course materials and assessment results. Many emphasize that having a unified digital platform reduces the effort required to search for information and allows for better structuring of the learning process. In addition to Platonus, other educational platforms are widely used. Technical departments actively employ Moodle, particularly for courses related to programming, engineering graphics, digital technologies and mathematical modeling. Moodle provides access to interactive tasks, virtual laboratories, forums and quizzes. Students report that Moodle allows them to study at a convenient pace, revisit missed materials and assess their knowledge through automated tests. XXIV international scientific conference. London. Great Britain. 04-05.12.2025 102 Microsoft Teams is also used extensively, especially during distance learning, consultations and collaborative work. Many instructors continue using Teams even after returning to in-person teaching, specifically for additional consultations, file sharing, recording sessions and communicating with students. Google Workspace services also play an important role. Tools such as Google Classroom, Google Drive, Google Sheets and Google Docs enable collaborative project work, real-time editing and efficient document management. Students say these tools improve group work convenience, accelerate communication and make the workflow more transparent. A significant part of the university’s digital infrastructure is the electronic library system, which provides access to textbooks, methodological materials, periodicals and scientific publications. Students also have access to international scientific databases such as Springer, Elsevier, Scopus and Web of Science. Many consider this a major advantage, particularly for preparing research papers, coursework and theses. However, some students encounter difficulties in searching, filtering and analyzing scientific information, indicating the need for enhanced training in using library resources. Beyond educational platforms, the university has implemented elements of the Smart Campus system. Electronic passes, QR-based attendance registration, digital information panels, campus-wide Wi-Fi and automated systems for issuing certificates facilitate administrative processes. Students positively evaluate these technologies, emphasizing that they make the campus environment more comfortable and modern. Proctoring systems, used to ensure academic integrity during remote examinations, deserve separate attention. Students' attitudes toward proctoring are mixed. On the one hand, they acknowledge the necessity of maintaining fairness. On the other, they point out issues related to technical malfunctions, unstable Internet connections, unclear guidelines and high psychological pressure. Digitalization has also significantly influenced communication formats. Most students actively use Aitu, where nearly every group and department maintains channels for announcements, schedules, deadlines, course materials and reminders. Students note that Aitu has become the primary tool for instant communication. However, some complain about information overload and message clutter, which sometimes leads to missing important announcements. The analysis shows that students’ overall perception of digital technologies is predominantly positive. Most students believe that digital tools: • make learning more flexible; • enable independent study of materials; • help organize time more effectively; • provide access to a wide range of educational resources; • increase the transparency of grading. For instance, many students report that digital platforms make it much easier to track deadlines, final scores, evaluation criteria and course requirements. However, the analysis also revealed several challenges that negatively affect the perception of digitalization. One such issue is information overload. The large volume of messages, notifications, online assignments and reminders creates a sense of constant pressure. According to the collected data, many students struggle with maintaining concentration and note that digital technologies force them to switch between tasks frequently. Another identified challenge is digital dependency. Some students admit feeling discomfort when trying to disconnect from their phones or computers, even when their tasks do not require online presence. This leads to reduced quality of rest and worsened emotional well-being. A further obstacle is the varying level of digital literacy. Although modern students are accustomed to using gadgets, not all possess advanced skills in working with professional applications. This is particularly true for first-year students, who often find it difficult to quickly adapt to the large number of platforms and digital tools used at the university. Digital technologies have also influenced students’ social skills. The transition of a significant portion of communication to the online space has reduced face-to-face discussions, decreased participation during practical classes and limited live interaction. Some students become less confident in oral communication and have difficulty expressing their thoughts in real-life settings, despite being fluent in online communication. Despite these drawbacks, most students agree that digital technologies are an important component of modern education. They acknowledge that digitalization has made learning more contemporary, interactive and accessible. Digital resources help students develop independence, critical thinking, information-seeking abilities and digital competence. Thus, the results of the study show that digital technologies at Abylkas Saginov Karaganda Technical University are firmly integrated into students’ daily lives and are generally perceived positively. However, to XXIV international scientific conference. London. Great Britain. 04-05.12.2025 103 enhance the effectiveness of the digital environment, it is essential to address issues related to overload, digital dependency, differences in digital literacy and reduced interpersonal interaction. Conclusion. The analysis of the research results demonstrates that digital technologies have firmly entered the daily lives of students at Abylkas Saginov Karaganda Technical University and have become an integral component of the educational process. Students perceive digital tools as a familiar environment for learning, communication, and self-development. The use of educational platforms, distance-learning technologies, electronic libraries, and digital services significantly enhances the flexibility, accessibility, and overall effectiveness of the learning process. At the same time, several risks have been identified, including information overload, digital dependency, reduced quality of face-to-face communication, and varying levels of digital literacy. To minimize these challenges, it is essential to foster students’ digital culture, critical-thinking skills, the ability to filter information, and to maintain a balanced approach between online and offline activities. Thus, the digitalization of the university’s educational environment opens broad opportunities for learning and personal development, but it also requires a conscious and responsible approach to technology use. Effective integration of digital resources contributes to shaping a competent, adaptable, and independent student of the 21st century. Список литературы 1. Якушина Е.В. Цифровые технологии в образовании: формирование навыков самостоятельного обучения у студентов. – Москва: Изд-во МГУ, 2022. – 215 с. 2. Григорьева И.Н. Влияние цифровой среды на образовательный процесс: теория и практика. – Санкт-Петербург: Питер, 2021. – 198 с. 3. Пренски М. Digital Natives, Digital Immigrants. – On the Horizon, 2001, Vol. 9, No. 5, pp. 1-6. 4. Tapscott D. Grown Up Digital: How the Net Generation is Changing Your World. – New York: McGraw-Hill, 2009. – 272 p. 5. Полякова А.В. Риски цифровизации образования: информационная перегрузка и цифровая зависимость. – Вестник педагогических исследований, 2020, № 3, с. 45-52. 6. Чернова М.А. Цифровая среда и коммуникативные навыки студентов: проблемы и решения. – Образование и наука, 2021, № 5, с. 77-85. 7. Акишев К., Саттыкoва Б., Саттыкoва У. Цифровизация образования в Казахстане в контексте Четвёртой промышленной революции. Eurasian Bulletin, 2020. – 18 с. 8. Мустаева Г. Цифровые технологии как средство формирования культуры самостоятельной работы студентов. Qazaqtany, 2021. – 10 с 9. Тлешова З., Герфанова Е. Проект Jean Monnet: исследование цифровой культуры и образования студентов. Higher Education Journal, 2020. – 12 с. 10. Жунусбекова А., Акпаева А., Садирбекова Д. Влияние цифровых образовательных технологий на повышение цифровых навыков: исследование студентов педагогических специальностей в контексте Казахстана. Asian Online Journal of Education, 2021. – 15 с. 11. Куракбаева А. Формирование цифровых компетенций и навыков студентов в период перехода к цифровой дидактике. Bulletin of Pedagogical Science, 2021. – 14 с. XXIV international scientific conference. London. Great Britain. 04-05.12.2025 104 Philological sciences CHALLENGES AND OPPORTUNITIES IN MODERN FOREIGN LANGUAGE TEACHING METHODS Bakhtiyarova Arailym Aidynkyzy Master's degree graduate, Al-Farabi Kazakh National University, Kazakhstan, Almaty Kondybaeva Raushan Zhumakerimovna Doctor of Philology, Associate Professor, Al-Farabi Kazakh National University, Kazakhstan, Almaty Abstract Foreign language teaching today faces the challenge of effectively developing students’ linguistic, pronunciation, and cultural competences in a rapidly changing educational environment. Traditional grammarfocused approaches often fail to provide sufficient opportunities for authentic communication, correct pronunciation, and cultural understanding. Modern methods, such as the use of audio-visual resources, repetition drills, and task-based activities, offer promising solutions by providing learners with meaningful, contextualized input and active language practice. Audio-visual materials, including songs, videos, and films, expose students to natural speech patterns, intonation, and cultural nuances, creating immersive learning experiences that motivate learners and increase engagement. Repetition drills, inspired by the audio-lingual approach, reinforce correct pronunciation and grammatical structures through structured practice, ensuring that students internalize language patterns more effectively. Task-based learning allows learners to apply language in practical situations, promoting communication, problem-solving, and critical thinking skills while integrating cultural and linguistic knowledge. Despite their advantages, the implementation of these methods encounters challenges related to material selection, lesson design, assessment, and technological access. Not all multimedia content is suitable for learners’ proficiency levels, and the absence of structured guidance may limit the effectiveness of authentic input. Task-based activities require careful planning to align with learning objectives, and online platforms, while offering flexible access to resources, present additional technical and engagement-related challenges. Addressing these issues requires a thoughtful combination of methods, guided practice, and technological support to maximize learning outcomes. The integration of these approaches can lead to significant improvements in students’ pronunciation, vocabulary, grammar, and cultural awareness, fostering a more holistic language learning experience. This study highlights the potential of combining audiovisual resources, repetition drills, and task-based learning as complementary methods in foreign language teaching, demonstrating how their careful implementation can overcome common obstacles and contribute to the development of competent, confident, and culturally aware language learners. The research emphasizes that successful foreign language instruction depends not only on the selection of innovative methods but also on the way they are applied, monitored, and adapted to learners’ needs within both classroom and online environments. Keywords: Pronunciation improvement, Authentic input, Multimedia learning, Cultural awareness, Interactive tasks, Learner engagement, Online resources. Introduction In the context of modern language education, the ability to communicate effectively, understand cultural nuances, and produce accurate pronunciation has become a key set of competencies for learners in the 21st century. As societies become increasingly interconnected, foreign language teaching (FLT) must move beyond traditional grammar-focused instruction to include authentic communication, cultural competence, and integrated language skills. Scholars such as Richards and Rodgers (2014) and Ellis (2003) emphasize that effective FLT involves not only linguistic knowledge but also practical application and exposure to authentic language use. A variety of methods have emerged to meet these goals. Audio-Visual Methods, including songs, films, and videos, provide learners with natural input, exposing them to authentic pronunciation, intonation patterns, XXIV international scientific conference. London. Great Britain. 04-05.12.2025 111 THE ROLE OF MADAD CHOBANOV AND LEYLA ERADZE IN THE DEVELOPMENT OF AZERBAIJAN-GEORGIAN LITERARY RELATIONS Chobanov (Borchali) Mushfig PhD in Philology, Azerbaijan Technical University, Institute of Literature named after Nizami Ganjavi, ANAS ORCID 0009-0008-8684-2722 РОЛЬ МАДАДА ЧОБАНОВА И ЛЕЙЛЫ ЭРАДЗЕ В РАЗВИТИИ АЗЕРБАЙДЖАНО-ГРУЗИНСКИХ ЛИТЕРАТУРНЫХ СВЯЗЕЙ Чобанов (Борчалы) Мушфиг кандидат филологических наук, Азербайджанский технический университет, Институт литературы имени Низами Гянджеви НАНА ORCID 0009-0008-8684-2722 Abstract The article examines Azerbaijani-Georgian literary relations. It is noted that since the 1930s, Azerbaijani and Georgian literary relations have always developed in parallel in the field of artistic thought, especially poetry, as well as in the field of science. However, these relations were formed not by inertia, but by the creative relations of individual personalities. Just as personalities formed the literary environment, personalities also formed and de-veloped literary relations. The friendship between S.Vurgun and K.Kaladze, S.Vurgun and G.Leonidze, S.Vurgun and L.Eradze, and L.Eradze and D.Aliyeva, which experienced its best period in terms of scientific, as well as artistic translation and literary relations in the middle of the last century, was later continued in a new context by Leyla Eradze and Madad Chobanov. This scientific, literary and artistic tandem entered a new stage of its development in Azerbaijani and Georgian literature. These friendly relations reached a new level in a short period of time, both in the field of literary studies, poetry, artistic translation and literary relations. It was a stage. Of course, there were certain reasons for this; First of all, Professor M.Chobanov was born and raised in Georgia, received his secondary and higher education in Georgia, lived in Georgia for about 60 years of his life, worked for a long time as a teacher, professor, deputy head of the department and head of the department in the Azerbaijani department of the University, where he received his higher education. Although he later lived in Baku, he did not break off relations with Georgia until the end of his life, maintained regular contact, visited Georgia at least 4-5 times a year, met with former Georgian colleagues, as well as Azerbaijani poets and writers living in Georgia, and was closely involved in the literary environment of Tbilisi and the literary process here. participated, a series of articles about his life and work were published in the Georgian press, and all this further intensified the friendly relations between the Azerbaijani and Georgian peoples. The well-known Georgian poet, literary critic, translator and diplomat Leyla Eradze began to be recognized in the Azerbaijani literary environment as one of the ardent translators, researchers and propagandists of Azerbaijani literature from the middle of the 20th century and in a short time established herself as a master in this field. She made great contributions to the translation and promotion of Azerbaijani literature into Georgian. That is why L. Eradze was awarded the honorary title of "Honored Cultural Worker of Azerbaijan". At the same time, he closely participated in many cultural and literary events held in Azerbaijan, made special efforts to expand cultural and literary ties between the two neighboring, two friendly peoples, and was recognized as XXIV international scientific conference. London. Great Britain. 04-05.12.2025 112 an active public figure. In short, the special place occupied by the theme of Georgia in the work of M. Chobanov and Azerbaijan in the work of L. Eradzen, along with the emergence of the literary, cultural, and spiritual heritage of both peoples, has accelerated the multifaceted nature of literary and cultural relations, the process of mutual influence and enrichment, and has brought this friendship, which has been going on since ancient times, to a new stage. The embodiment of the friendship of the Azerbaijani and Georgian peoples in literary literature has reached a new level in the work of these two scientists, and has also found its broad reflection in scientific thought, and thus, Azerbaijani-Georgian literary relations have become even richer. Аннотация В статье рассматриваются азербайджано-грузинские литературные связи. Отмечается, что начиная с 1930-х годов азербайджанские и грузинские литературные связи всегда развивались параллельно как в области художественной мысли, особенно поэзии, так и в области науки. Однако эти связи формировались не по инерции, а творческими связями отдельных личностей. Подобно тому, как личности формировали литературную среду, личности формировали и развивали литературные связи. Дружба С. Вургуна и К. Каладзе, С. Вургуна и Г. Леонидзе, С. Вургуна и Л. Эрадзе, Л. Эрадзе и Д. Алиевой, пережившая свой расцвет в плане научных, а также художественных переводов и литературных связей в середине прошлого века, впоследствии была продолжена в новом контексте Лейлой Эрадзе и Мададом Чобановым. Этот научно-литературный и художественный тандем вступил в новый этап своего развития в азербайджанской и грузинской литературе. Эти дружеские связи за короткий период достигли нового уровня как в области литературоведения, так и в области поэзии, художественного перевода и литературных связей. Это был этап. Конечно, на это были определённые причины. Прежде всего, профессор М. Чобанов родился и вырос в Грузии, получил среднее и высшее образование в Грузии, прожил в Грузии около 60 лет своей жизни, долгое время работал преподавателем, профессором, заместителем заведующего кафедрой и заведующим кафедрой на азербайджанском отделении университета, где и получил высшее образование, и хотя позже жил в Баку, до конца жизни не прерывал отношений с Грузией, поддерживал регулярные контакты, посещал Грузию не реже 4-5 раз в год, встречался с бывшими грузинскими коллегами, а также с азербайджанскими поэтами и писателями, проживающими в Грузии, был вовлечён в литературную среду Тбилиси и местную литературную жизнь. Он принимал в этом непосредственное участие, в грузинской прессе был опубликован ряд статей о его жизни и творчестве, и всё это ещё больше укрепило дружеские отношения между азербайджанским и грузинским народами. Известная грузинская поэтесса, литературовед, переводчица и дипломат Лейла Эрадзе с середины XX века стала известна в азербайджанской литературной среде как одна из ярых переводчиков, исследователей и пропагандистов азербайджанской литературы и за короткое время зарекомендовала себя как мастер в этой области. Она внесла большой вклад в перевод и пропаганду азербайджанской литературы на грузинский язык. Именно поэтому Л. Эрадзе была удостоена почётного звания «Заслуженный деятель культуры Азербайджана». В то же время она принимала непо-средственное участие во многих культурных и литературных мероприятиях, проводимых в Азербайджане, прилагала особые усилия для расширения культурных и литературных связей между двумя соседними, двумя дружественными народами, и была признана активным общественным деятелем. Одним словом, особое место, занимаемое темой Грузии в творчестве М. Чобанова и Азербайджана в творчестве Л. Эрадзена, наряду с становлением литературного, культурного и духовного наследия обоих народов, ускорило многогранность литературно-культурных связей, процесс взаимовлияния и обогащения, вывело эту дружбу, идущую издревле, на новый уровень. Воплощение дружбы азербайджанского и грузинского народов в литературном творчестве достигло нового уровня в творчестве этих двух учённых, а также нашло своё широкое отражение в научной мысли, и, таким образом, азербайджано-грузинские литературные связи стали ещё более богатыми. Keywords: Azerbaijan, Azerbaijani, Georgia, Georgian, Azerbaijani-Georgian, contemporary, literature, work, travel, friendship, poet, writer, creativity, literary relations, literary translation, translator, Madad Chobanov, Leyla Eradze, I Love Georgia, Songs of Friendship Ключевые слова: Азербайджан, азербайджанский, Грузия, грузинский, азербайджано-грузинский, современность, литература, работа, путешествия, дружба, поэт, писатель, творчество, литературные связи, литературный перевод, переводчик, Мадад Чобанов, Лейла Эрадзе, «Я люблю Грузию», «Песни дружбы» XXIV international scientific conference. London. Great Britain. 04-05.12.2025 113 ВВЕДЕНИЕ Начиная с 1930-х годов азербайджано-грузинские литературные связи развивались во многих направлениях, особенно в области поэзии. В своей области они развивались параллельно друг-другу, и во второй половине XX века академическое изучение азербайджано-грузинских литературных связей и их коммуникации стало новым этапом. Однако следует отметить, что эти связи формировались не по инерции, а в результате творческих связей отдельных личностей. Подобно тому, как личности формировали литературную среду, литературные связи также формировались и развивались личностями. Дружба Самеда Вургуна и Карло Каладзе, Самеда Вургуна и Георгия Леонидзе, Самеда Вур-гуна и Лейлы Эрадзе, а также Лейлы Эрадзе и Диляры Алиевой пережила свой лучший период в области научного, художественного перевода и литературных связей в середине прошлого века. (Подробную информацию об этом мы предоставили в наших статьях «Самед Вургун и Карло Каладзе», «Самед Вургун и Георгий Леонидзе», «Самед Вургун и Лейла Эрадзе», «Лейла Эрадзе и Диляра Алиева» и др. - М.Ч.) Эта традиция была впоследствии продолжена в новом контексте профессором Лейлой Эрадзе (1930-1998) и профессором Мададом Чобановым (1937-2023), этот научный, литературный и художественный тандем в азербайджанской и грузинской литературе вступил в новый этап своего развития, эти дружеские связи за короткий период времени, как в литературной критике, так и в области художественного перевода и литературных связей, составили новый этап в своем развитии. Конечно, на это были определенные причины; Прежде-всего, профессор Мадад Чобанов родился в 1937 году в Грузии, в селе Дарбаз Болнисского района, вырос здесь, успешно окончил среднюю школу в родном селе, а затем получил высшее образование в Тбилиси. Около 60 лет своей жизни он прожил в Грузии. Долгое время он работал в родном селе, в средней школе села Дарбаз, где получил среднее образование, и в Тбилисском государственном педагогическом университете имени А.С. Пушкина (впоследствии университет имени С.С. Орбелиани теперь называется Университетом Ильи. - М.Ч.), где получил высшее образование, в качестве преподавателя, доцента, профессора, заместителя заведующего кафедрой, заведующего кафедрой и научно-методического руководителя кафедры азербайджанского языка и литературы азербайджанского отделения филологического факультета. Помимо педагогической деятельности он также непрерывно и академически занимался научным творчеством, написал ряд статей и издал книги для развития азербайджано-грузинских литературных связей, и хотя позднее жил в Баку, но до конца жизни не прерывал связей с Грузией, поддерживал регулярные контакты с коллективом, с которым когда-то работал, ездил в Грузию не менее 4-5 раз в год, встречался со своими бывшими грузинскими коллегами, а также с азербайджанскими поэтами и писателями, проживающими в Грузии. Он тесно участвовал в литературной среде Тбилиси и тамошнем литературном процессе, в грузинской прессе был опубликован ряд статей о его жизни и творчестве, и все это еще больше укрепило дружественные отношения между азербайджанским и грузинским народами. ИССЛЕДОВАНИE Начиная со второй половины прошлого века Лейла Эрадзе, занимавшаяся научным изучением и популяризацией азербайджано-грузинских литературных связей, наряду с известными грузинскими тюркологами Венерой Джанкидзе, Элизбаром Чавелидзе, Георгием Шагулашвили, Михаилом Чинчаладзе и другими, поддерживала постоянную научную связь с известным Грузинским и Азербайджанским ученым, видным тюркологом, лингвистом и литературоведом, автором более 80 книг, сотен научных и публицистических статей, доктором филологических наук, профессором Мададом Чобановым, который долгое время работал на кафедре азербайджанского языка филологического факультета Тбилисского государственного педагогического университета имени А.С. Пушкина (впоследствии имени С.С. Орбелиани). Профессор Мадад Чобанов внёс значительный вклад в развитие азербайджано-грузинских литературных связей. Так, он впервые привлек к научному исследованию взаимоотношения азербайджанского и грузинского языков, а также азербайджанской и грузинской литератур, историю развития литературных связей и написал сотни научных, научно-публицистических и литературно-критических статей на эту тему, которые были опубликованы в сборниках научных трудов НАНА, БГУ и АГПУ в Азербайджане, в газетах «Азербайджан», «Республика», «Халг», «Адебийят ве инджасанет», «Адебийят газети», «Азербайджан муэллими», «Шергин сеси», «Зия», «Техсил», «Элм ве техсил» и др. В Грузии различные органы печати издавались на азербайджанском, грузинском, русском и армянском языках, в том числе «Советская Грузия» («Грузия»), «Знамя Победы» на азербайджанском языке. Опубликовано в грузиноязычных газетах «Сахалхо канатлеба» («Народное образование»), «Соплис цховреба» («Жизнь села»), «Тбилиси», «Гамарджвебис дроша» («Знамя Победы»), грузино-язычных XXIV international scientific conference. London. Great Britain. 04-05.12.2025 114 журналах «Скола да сховреба» («Школа и жизнь») и «Картули ена да литература сколаши». («Грузинский язык и литература в школе»); в русскоязычных газетах «Заря Востока», «Вечерний Тбилиси» и «Молодёжь Грузии» и др.; в армяноязычной газете «Советакан Врастан» («Советская Грузия»), а также в «Научных трудах» Тбилисского государственного педагогического института имени С.С.Орбелиани на русском и азербайджанском языках. Мадад Чобанов в своей статье «Азербайджанская поэзия на грузинском языке», опубликованной в газете «Гелебе Байрагы» («Знамя Победы») - «განარგების დორგანალის» დორგაშას» (№ 134 (3512)) от 4 ноября 1972 года на азербайджанском и грузинском языках, изданная в городе Болниси (Грузия), в 1935-1990 годах, отмечалось, что азербайджанская поэзия, получившая известность на Востоке, также всегда привлекала внимание братского грузинского народа, и что не случайно армянская и грузинская интеллигенция переводит азербайджанскую поэзию на родные языки с 16-17 вв. веками и использовали его в своих алфавитах, и что эти сочинения до сих пор хранятся в Государственном музее Грузии имени Джанашия. Он отметил, что среди этих сочинений много лирических произведений великого мастера слова Фузули, которые братский грузинский народ также с любовью читает, и что среди этих архивных материалов армянская и грузинская интеллигенция до сих пор использует произведения Фузули в своих собственных алфавитах. Он подчеркнул, что их чтение было отчетливо видно, поскольку они записывали их своими алфавитами. Интересно, что в исполнительских тетрадях грузинских народных певцов содержится большое количество газелей из поэмы «Лейли и Меджнун» великого азербайджанского поэта Фузули, жившего в XVI веке. Это свидетельствует о том, что газели Фузули всегда занимали широкое место в репертуаре грузинских народных певцов. Художественные особенности великого Фузули были предметом исследований многих литературоведов мира, а также предметом научного исследования грузинского востоковеда Элизбара Джавелидзе. В 1972 году из серии «Жизнь замечательных людей» Детско-юношеского издательства «Накадули» Грузинской ССР тиражом 5 тыс. экземпляров им была издана монография «Физули» на грузинском языке, посвященная жизни и творчеству азербайджанского поэта XVI века, блестящего мастера слова М. Фузули. (Следует отметить, что Мадад Чобанов назвал монографию Элизбара Джавелидзе «Физули», посвящённую жизни и творчеству Фузули, «новым ценным даром фузуливедению» и написал две статьи о книге под названием «Грузинские учёные фузуливеды» и «Физули в грузинском литературоведении», опубликовав их в № 99 (5589) газеты «Совет Гюрдхистаны», издававшейся в Тбилиси, от 19 августа 1972 года, и в № 6 (2478) газеты «Азербайджан муаллимы», издававшейся в Баку, от 17 января 1973 года. Более подробную информацию об этом мы предоставим позже - М.Ч.) Мадад Чобанов в своей статье «Азербайджанская поэзия на грузинском языке» также отметил, что художественное творчество и мастерство известного азербайджанского поэта Федаи привлекали внимание грузинской интеллигенции ещё с XVII века. Он отметил, что его привлекал грузинский учёный А.И. Кабидзен, исследовавший поэму Федаи «Бахтиярнаме», утверждал, что ему удалось обнаружить два перевода произведения «Бахтиярнаме» на грузинский язык. Один из них – перевод «Бахтиярнаме», включённого в список персидских сказок, на грузинский язык в конце XVII – начале XVIII веков. Личность переводчика неизвестна. Второй перевод был сделан А. Сулханишвили в 1828 году. В XVIII веке политические, экономические и культурные связи между азербайджанским и грузинским народами ещё больше укрепились; выдающиеся азербайджанские поэты М.П. Вагиф и М.В. Видади часто посещали Грузию и даже написали множество лирических стихотворений о грузинском народе. Неслучайно дополнения Вагифа были одними из самых любимых лирических произведений грузинской интеллигенции и певцов при его жизни. В то же время грузинские народные певцы также писали музыку к знаменитым композициям Вагифа. Это отчетливо видно в книге Давида Ректора «Антология древнегрузинской поэзии». Неслучайно влияние Вагифа отчетливо прослеживается в стихах грузинских поэтов Иосифа Меликашвили и Стефана Бешангишвили. Творчество азербайджанского поэта М.П. Вагифа, жившего в XVIII веке, также дорого и дорого грузинской интеллигенции. Вагиф, назвавший Тифлис «раем мира», был известен среди грузинского народа не только как государственный деятель, но и как искусный художник. Поэтому его стихи писались грузинской интеллигенцией на грузинском языке. Эти тексты до сих пор хранятся в Государственном музее Грузии имени Джанашия. В 1948 году тбилисское издательство «Сабтоджа Мджерали» опубликовало поэмы М.П. Вагифа о Грузии: «Грузинская девушка», «Смерть Левы» и «Тифлис» под названием «Вагиф о Грузии» тиражом 5120 экземпляров. Стихи, собранные в книге, были переведены на грузинский язык Г. Джицинадзе. Мадад Чобанов также отметил, что в 1968 году в Грузии с большой помпой отмечалось 250- XXIV international scientific conference. London. Great Britain. 04-05.12.2025 115 летие со дня рождения выдающегося азербайджанского поэта М.П. Вагифа, и по этому случаю тбилисское издательство «Мерани» издало массовым тиражом лирические стихи поэта на грузинском языке и сделало их доступными для читателей. Он также отметил, что профессор Азиз Шариф написал обширное предисловие к книге, переведенной известными грузинскими поэтами К. Каладзе, З. Мчедлишвили, Ш. Нишинадзе и О. Шаламберидзе, а также то, что «во введении даны подробные сведения о жизни и поэтических особенностях Вагифа». «Это также позволяет грузинскому читателю познакомиться с творчеством и мастерством мастера художественного слова Вагифа». (Чобанов, Мадад. «Знамя Победы», 4 ноября 1972 г.) В своей статье «Низами по-грузински», опубликованной в газете «Гелебе Байрагы» – “გამარჯვების დროშა” от 19 сентября 1972 года в рубрике «Примеры дружбы» № 114 (3492), Мадад Чобанов отмечает, что литературные связи народов Южного Кавказа, особенно азербайджанского и грузинского народов, имеющих многовековую историю и с древнейших времён разделяющих общую историческую судьбу, расширяются и укрепляются с начала XX века, достигнув своего наивысшего расцвета во второй половине XX века. Он отмечает, что эта вечная и незыблемая дружба нашла свое художественное отражение в духовных мирах, обычаях, традициях и литературе обоих народов, и что это уже не братство. Примечательно, что грузинский народ читает произведения азербайджанской литературной классики на родном языке. Подчеркивая, что каждый грузинский интеллигент, как Ш. Руставели, Н. Бараташвили, И. Чавчавадзе, А. Церетели, И. Гришашвили, Г. Табидзе, К. Каладзе, Н. Думбадзе и другие, представляет честь и достоинство азербайджанского народа, великие мастера искусства речи Хагани, Низами, Насими, Фузули, Вагиф, М.Ф. Ахундов, Сабир, Дж. Мамедгулузаде, Н. Нариманов, Дж. Джаббарлы, С. Вургун и другие также являются родными и дорогими. Исследователь Мадад Чобанов отметил, что в работе по переводу и изданию произведений наших мастеров искусства на грузинский язык принимали участие профессиональные переводчики А. Церетели, И. Гришашвили, Л. Эрадзе, Константин Чичинадзе, Григол Абашидзе, Магаэл Тодуан, Амбако Челидзе, К. Каладзе, З. Мчедлишвили. Необходимо особо отметить творчество Т. Хомерики, П. Гургенидзе, П. Сулиегри, Н. Джанашия и других, в результате интенсивной творческой и переводческой деятельности которых произведения десятков азербайджанских поэтов, прозаиков и драматургов были переведены на язык братского грузинского народа. В то же время Мадад Чобанов, писавший, что в братской Грузии не только переводятся на грузинский язык избранные жемчужины нашей литературы, но и что группа грузинских литературоведов последовательно и систематически занимается изучением и пропагандой азербайджанской литературы, среди которых наиболее интересны исследования А. Барамидзе, К. Пагавы, Л. Эрадзе, Э. Джавелидзе, И. Гришашвили и других, также приводит сведения об истории перевода и изучения азербайджанской литературы на грузинский язык: «Братский грузинский народ с самого начала симпатизировал азербайджанской культуре и литературе. Это подтверждается и историческими фактами. Неслучайно братский грузинский народ начал переводить образцы азербайджанской литературы на родной язык ещё в XII веке. По мнению некоторых грузинских литературоведов и этнографов, поэма «Хосров и Ширин» редкого мастера поэзии Низами была переведена на грузинский язык ещё при жизни поэта, но позднее, во время опустошительных монгольских нашествий, во время нападений османов… В эпоху империи перевод этой поэмы, как и многих других грузинских литературных памятников, был утерян. В более поздние периоды интерес к творчеству Низами, в том числе к переводу на грузинский язык поэмы «Хосров и Ширин», значительно возрос. Ещё в XVI веке шах Теймураз перевёл на грузинский язык поэму Низами «Лейли и Меджнун». (Чобанов, Мадад. «Знамя Победы», 19 сентября 1972 г.) Далее автор пишет, что в 1947 году тбилисское издательство «Сабджота Мчерали» выпустило лирические произведения достопочтенного сына азербайджанского народа, не имеющего себе равных в мировой литературе, Низами тиражом 5120 экземпляров, называя эту книгу «первой книгой Низами на грузинском языке, изданной массовым тиражом». Он пишет, что вошедшие в книгу лирические фрагменты с большим интересом были переведены на грузинский язык Константином Чичинадзе и Григолом Абашидзе, известными представителями грузинской литературы, и что переводчики завоевали симпатии как грузинских читателей, так и азербайджанского народа, донеся до братского грузинского народа лирические стихи великого азербайджанского поэта Низами Гянджеви, которые, словно затаённый саз, успокаивают человеческое сердце. Мадад Чобанов, отметив, что в начале книги профессор А. Барамидзе дал сжатые сведения о жизни и творчестве великого азербайджанского поэта и мыслителя Низами Гянджеви, о политических и культурных связях между Азербайджаном - Ширваншахами и Грузинским государством в XII веке, о дружбе между азербайджанским и грузинским народами, пишет: «А. Барамидзе показывает, что еще в XII веке, в результате культурных и политических XXIV international scientific conference. London. Great Britain. 04-05.12.2025 116 связей между азербайджанским и грузинским народами, культура, искусство и литература обоих народов были известны друг другу. Поэтому произведения азербайджанского поэта Низами были широко распространены в Грузии даже в XII веке. Это видно и из произведения грузинского поэта Чахрухадзе, жившего в XII веке, «Тамариани». Грузинский поэт Нодар Тентеишвили, живший в XVII веке, также был очарован творчеством великого Низами и называл его «непревзойденный мастер художественного слова в мире». Именно поэтому автор написал «Лейли и Меджнун», «Хосров», воспевающие чувства истинной любви, верности и свободной любви. Стихи «Лейли и Меджнун» и «Ширин» также переведены на грузинский язык, и он выражает уверенность, что эти переводы вызовут особый интерес у грузинских читателей. (Чобанов, Мадад. «Знамя Победы», 19 сентября 1972 г.) Мадад Чобанов далее в своей статье «Низами на грузинском языке» отмечает, что в 1956 году Государственное издательство Грузинской ССР «Сакселгоми» в Тбилиси во второй раз опубликовало избранные произведения великого азербайджанского поэта Н. Гянджеви, жившего в XII веке, тиражом в 5 тысяч экземпляров. В книгу вошли самые лирические части поэм Низами «Сокровищница тайн», «Хосров и Ширин», «Лейли и Меджнун» и «Искендернаме». Магаэл Тодуа перевёл эту книгу на свой родной язык. с большой радостью. Художник книги, Ладо Гудиашвили, изобразил на ней золотую розу с поющим на ветке соловьём, что является знаком того, что благоухание искусства великого Низами, оставившего драгоценные жемчужины в сокровищнице мировой литературы, разносится повсюду, и что он возвещает миру о себе своими лирическими стихами и газелями. Также в 1964 году тбилисское издательство «Литература да хеловнеба» опубликовало поэму Низами «Хосров и Ширин» на грузинском языке тиражом 10 тысяч экземпляров (https://dlab.ug.edu.ge/books/detail/12823). Произведение было переведено на грузинский язык Амбако Челидзе. В начале книги на 24 страницах даётся информация о поэме, которая считается «одной из редких жемчужин мировой литературы». (Эта же книга была переиздана в Тбилиси в 2014 году.) https://dlab.ug.edu.ge/books/de-tail/5978 – М.Ч.) М. Чобанов в своей статье «Низами на грузинском языке» подчёркивал, что произведение Низами «Хам-се» привлекало внимание не только переводчиков, но и литературоведов. Неслучайно определённая часть научных исследований видного грузинского литературоведа Константине Пагава (ვოსარირიტორიტა ფარალა) была посвящена творчеству Низами, а эпоха, жизнь, творчество и творчество Низами нашли научное отражение в его монографии из семи глав «Низами», изданной в 1964 году в серии «Жизнь выдающихся людей». (Чобанов, М. «Знамя Победы», 19 сентября 1972 г.) Как мы уже отмечали выше, творческие особенности выдающихся азербайджанских поэтов, особенно великого Мухаммеда Фузули, были предметом исследований многих литературоведов мира, а также грузинских востоковедов. В 1972 году в детско-юношеском издательстве Грузинской ССР «Накадули» в Тбилиси известный грузинский востоковед Элизбар Джавелидзе издал на грузинском языке монографию «Физули» («ფუზული») тиражом 5000 экземпляров, посвящённую жизни и творчеству азербайджанского поэта XVI века и блестящего мастера слова М. Фузули. Мадад Чобанов назвал эту монографию «Новым и ценным даром фузулианству» и написал о ней две статьи под названием «Грузинские учёные фузуливеды» и «Физули в грузинской литературной критике», которые он опубликовал соответственно в № 99 (5589) газеты «Совет Гюрганти», издаваемой в Тбилиси, от 19 августа 1972 года и в № 6 (2478) газеты «Азербайджани муаллими», издаваемой в Баку, от 17 января 1973 года. Мадад Чобанов в своей статье «Физули в грузинской литературной и этнографической науке», опубликованной в бакинской газете «Азербайджан муаллими» от 17 января 1973 года, № 6 (2478), отмечает, что во второй половине XX века интерес интеллигенции и литературоведов братского грузинского народа к переводу, изучению и пропаганде азербайджанской литературы на грузинский язык многократно возрос. Он является автором монографий «Низами» (1964), посвященных жизни и творческим качествам Низами Гянджеви, внесшего большой вклад в эту область и украсившего мировую литературу своими редкими жемчужинами слова, а также «Азербайджано-грузинские культурные взаимосвязи» (1966) и «М.Ф.Ахундов» (1968), посвященных жизни и деятельности выдающегося азербайджанского философа-материалиста, писателя и драматурга М.Ф.Ахундова, известного тюрколога, известного востоковеда Константина Пагава (1919-1974), большой труд вложил также выдающийся грузинский ученый, известный лингвист, тюрколог, литературовед, востоковед Элизбар Джавелидзе (1937), и обращает внимание на необходимость и важность всегда особо отмечать их великие заслуги. Мадад Чобанов, предоставивший читателям обширную информацию о своей книге, изданной на грузинском языке в 1972 году, отмечает, что монография «Физули» («ფუზული»), посвящённая жизни и [Document text truncated for crawler view.]