IV International Scientific and Practical Conference «The future of intelligence: human, artificial, collective»

THE FUTURE OF INTELLIGENCE: HUMAN, ARTIFICIAL, COLLECTIVE Proceedings of the IV International Scientific and Practical Conference 25-26 November 2025 BERN. SWITZERLAND 2025 UDC 001.1 BBC 1 IV International Scientific and Practical Conference «The future of intelligence: human, artificial, collective», November 25-26, 2025, Bern. Switzerland. 255 p. ISBN 978-91-65424-48-7 DOI https://doi.org/10.5281/zenodo.17952644 Publisher: «SC. Scientific conferences» Main organization: Editor: Hans Muller Layout: Ellen Schwimmer The conference materials are in the public domain under the CC BYNC 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 Gugnin Aleksandr, Lisnievska Yuliia ANTI-ADVERTISING IN THE HOTEL BUSINESS // IV International Scientific and Practical Conference «Science and technology in the XXI century: challenges and prospects», November 25-26, 2025, Bern. Switzerland. Pp.9-11, URL: https://sconferences.com Contact information Website: https://sconferences.com E-mail: [email protected] Content Agricultural sciences Shainidze O., Diasamidze J. THE CURRENT STATE OF SELECTION, PRODUCTION, PROCESSING AND EXPORT OF MANDARIN VARIETIES IN GEORGIA AND RECOMMENDATIONS FOR THEIR IMPROVEMENT 4 Chemical sciences Bissengaliyeva Gulbarshyn Bakmuratkyzy, Urkimbayeva Perizat Ibragimovna DEVELOPING A TECHNOLOGY FOR PRODUCING BIODEGRADABLE POLYMERS FOR STABILIZING OIL EMULSIONS 14 Mukhangali Nazerke LABORATORY WORK AND ITS INFLUENCE ON CHEMISTRY LEARNING OUTCOMES IN HIGHER EDUCATION 27 Kasamanli H.Khayala, Namazova O.Leyli, Taghili N.Ilaha, Vugara S.Aliyeva, Hasanova N.Fidan NEW APPLICATIONS OF NINHYDRIN IN THE SYNTHESIS OF POLYHETEROCYCLIC COMPOUNDS 33 Economic sciences Toleuov Adilbek ECONOMIC ASPECTS OF THE “SERPIN–2050” PROGRAM: AN ANALYTICAL RESEARCH PAPER 37 Musabekova A.O., Duisen A.E. NEW ROLE OF THE TEACHER IN THE AGE OF AI: FROM KNOWLEDGE TRANSMITTER TO TUTOR AND MODERATOR 39 Sabina Bəbirli, Gulnarə Tanrıverdiyeva THE MAIN DIRECTIONS OF ACCOUNTING REFORMS IN THE REPUBLIC OF AZERBAIJAN 44 D.V. Berezhny, A.G. Samoilenko ECONOMIC JUSTIFICATION FOR THE USE OF INTERMODAL TRAINS 50 Historical sciences Bayramova Ü.B., Mustafayeva C., Şamilova D.İ., Mehdiyeva H.Ş. THE 1918 MASSACRES İN SOUTHERN AZERBAİJAN 52 Kogambayeva Nazerke SETTLEMENT SYSTEM IN THE XV-XVII CENTURIES: RURAL AND URBAN LANDSCAPES OF SOUTH KAZAKHSTAN 55 Jurisprudence Karlygash Rakhimzhanovna Useinova, Aset Abirbekovich Toktybaev, Arailym Makulbekovna Zhaparbek LEGAL ISSUES OF KAZAKHSTAN’S TRANSFORMATION IN THE CONTEXT OF THE INTEGRATION OF ARTIFICIAL INTELLIGENCE AND BLOCKCHAIN TECHNOLOGIES: ANALYSIS OF LEGISLATION AND PROPOSALS FOR ITS IMPROVEMENT 63 Medical sciences Arman Khozhayev, Batyrkhan Begimbetov, Khassan Tangsu, Ilyas Nurushev, Gulfairuz Murzageldiyeva, Adil Shaikenov, Alisher Nuraddin, Adilkhan Zeinola, Zhansaya Tazhibayeva TUMORS OF THE CENTRAL NERVOUS SYSTEM: CONTEMPORARY STATE OF THE PROBLEM 68 Pedagogical sciences Absattarova Assel Kalaukyzy, Yilmaz Halit Satilmis, Gulmira Bekenova, Raikhanova Danara Kurmanovna ENHANCING ACADEMIC PERFORMANCE OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS THROUGH VIRTUAL LABORATORY ENVIRONMENTS 82 Altynshash Akhmetova, Yilmaz Halit Satilmis, Danara Raikhanova AI-SUPPORTED APPLICATIONS IN CHEMISTRY TEACHING: CURRENT USE, PERCEIVED BENEFITS AND CHALLENGES 94 Nabialy Amina Amanbaikyzy, Zhumabekova G.B. COMMUNICATIVE LESSON PLANNING FOR FOREIGN LANGUAGE CLASSES IN GRADES 10–11 102 Ainash Mussabekova, Turar Meirzhan INTEGRATION OF SCIENCE, TECHNOLOGY, AND ECONOMY IN THE EDUCATION SYSTEM 106 Azamatova Aizada PLAY-BASED LEARNING: THE EFFECTIVENESS OF THE JASPER METHOD AND ITS ROLE IN SUPPORTING THE DEVELOPMENT OF CHILDREN WITH AUTISM SPECTRUM DISORDER 109 Aina Bagytzhanova, Raikhanova Danara Kurmanovna CHEMISTRY AFTER THE BELL: HOW EXTRACURRICULAR ACTIVITIES CHANGE STUDENTS’ ATTITUDES TO SCIENCE 117 Galymbay А.Zh., Myrzakhanova D.E. BARRIERS TO IMPLEMENTING INCLUSIVE EDUCATION: TEACHERS’ PERSPECTIVES 126 Kengeskanova Ayaulym, Kaptagay Gulbanu Alibekkyzy EFFECTIVENESS OF EXPERIMENTAL METHODS IN TEACHING THE MECHANICS SECTION 132 Myrzakhanova D.E., Razabekova A.N. THE USE OF SHADOWING TECHNIQUE TO IMPROVE SPEAKING SKILLS IN EFL STUDENTS 152 Ualikhan Diana Alimjanovna ENHANCING STUDENTS’ PROBLEM-SOLVING SKILLS THROUGH INQUIRY-BASED MATHEMATICS INSTRUCTION 157 Kanatbekova Zh., Myrzakhanova D. ENHANCING PRONUNCIATION PROFICIENCY USING THE AUDIO-LINGUAL METHOD FOR SECONDARY EDUCATION 166 Ali Nurgul Zhetesqyzy, Zhigitbekova Bakyt Dastanovna MODERN METHODS OF TEACHING ENGLISH TO STUDENTS WITH SPECIAL EDUCATIONAL NEEDS 173 Philological sciences Mushfıg Chobanov (Borchalı) CONTEMPORARY AZERBAIJAN-GEORGIAN LITERARY RELATIONS: MADAD CHOBANOV AND LEYLA ERADZE 190 L.S. Bokayeva, M.Y Shingareva MULTIMODAL FEEDBACK TO IMPROVE THE QUALITY OF FOREIGN LANGUAGE LEARNING: WRITING AND SPEAKING 206 Shakhnoza Rustemova THE ROLE OF ARTIFICIAL INTELLIGENCE TOOLS IN ENHANCING STUDENTS’ CRITICAL THINKING AND PROBLEMSOLVING SKILLS 211 Philosophical sciences Kostiantyn Korsak, Yuri Korsak ON THE FORMATION OF THE INTELLECTOSPHERE-XXI ON THE EXAMPLE OF ARCHAEOLOGY-XXI AS AN EXACT SCIENCE OF THE TRUE PREHISTORY AND FUTURE OF HUMANITY AND UKRAINIANS 214 Physical sciences S.T. Azizov, S.I. Qulieva, I.N. Ibrahimov DIELECTRIC RELAXATION OF THE ABSORPTION SPECTRUM OF ACETIC ACID 234 Psychological sciences Zholmurzaeva A.A., Karimova A.T. THE PHENOMENON OF DIGITAL ANXIETY IN TEENAGERS UNDER THE INFLUENCE OF SOCIAL NETWORKS 238 Sociological sciences Farzaliyeva Nubar Vugar, Jalilov Azer Muzadil INCLUSIVE EDUCATION AS A SOCIALLY SIGNIFICANT INNOVATION 241 Technical sciences Adilbekova Aizhan, Kerimbaeva Venera, Uipalakova Dinara, Aitbaeva Rakhatai REPLICATION OF A MONGODB DATABASE BASED ON THE LINUX OPERATING SYSTEM 244 Iskendirova Gulzipa, Mirzaliyeva Shakhzoda ORGANIZING FUNCTION CALLS FOR PARALLEL EXECUTION OF THE BUBBLE SORT ALGORITHM USING THE MPICH LIBRARY 249 IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 4 Agricultural sciences Introduction The citrus plant found almost everywhere in tropical, subtropical, and temperate regions (Wu et al., 2018). Currently, they are grown everywhere across the world. Brazil and China are the two countries with the largest commercial cultivation of citrus fruits along with 140 more countries (Kademi and Garba, 2017). Georgia ranks 30th among the mandarin producing countries by volume of production Based (FAO, 2016). Mandarin was introduced in Georgia at the end of the 19th century from Italy and Japan, and soon becoming popular (Jabnidze, 2016). More than half of the agricultural holdings in Georgia (54%, totalling 24,000 holdings) include a small mandarin plantation (0.2 ha on average), yielding up to 2 tonnes of mandarins each year Although revenues from mandarin sales do not constitute the main source of income for such families, they still play an important part in generating revenues, particularly during the period before the New Year (RMEPAG, 2021). Apart from farmers, the mandarin value chain in Georgia also includes the collectors, consolidation centres, exporters, processing companies and others. From the farmer until the consumer, the value chain creates 2-3x added value, which is distributed unevenly among the participants in the chain. There is a lack of coordination and cooperation among farmers. There is also no vertically integrated value chain, and there are very few contractual relationships. Therefore, both the horizontal and vertical relationships in the chain are underdeveloped. The state and donor organisations play significant roles in the mandarin value chain (NSOG, 2022). Since mandarin is the main agricultural crop in Georgia, numerous programmes and projects are directed towards the development of this field each year. Nevertheless, the sector faces numerous challenges: a large part (approximately 40-45%) of the mandarin plantations is either old or suffers from diseases, requiring replacement (Shainidze, 2013; Lamparadze, 1919). Due to lack of knowledge and access to funding, farmers cannot maintain the full agro-technological cycle, leading to a decrease in the yield (approximately 10 tonnes), as well as a high share (around 20%) of non-standard fruit. There are few early-season and late-season mandarin cultivars in the region, which prevents lengthening of the harvesting season and subsequently achieving higher prices and revenues. The existing collection points and refrigeration facilities are often insufficient and do not satisfy the modern standards of quality that are prevalent in the leading mandarin-producing countries. Furthermore, the export markets of Georgian mandarin are less diversified, with more than 90% of the THE CURRENT STATE OF SELECTION, PRODUCTION, PROCESSING AND EXPORT OF MANDARIN VARIETIES IN GEORGIA AND RECOMMENDATIONS FOR THEIR IMPROVEMENT Shainidze O. Professor, Batumi Shota Rustaveli State University Diasamidze J. PhD Schola, Ministry of Agriculture of Adjara Abstract Mandarin is one of the main agricultural products whose export brings in annual revenues to the Georgian economy. In this paper, an attempt has been made to analyze the The current state of selection, production, processing and export of mandarin varieties in Georgia and recommendations their improvement. The analysis is mainly based on the primary data collected from various actors along the value chain of mandarin using the semi-structured schedules in Georgia regions for mandarin crops respectively. The paper identifies the need for improving the performance of weak actors and controlling manufacturers along the value chain through institutional interventions keeping in view the larger societal need to control mandarin consumption. Keywords: Mandarin, Varieties, Selection, Production, Processing Production, Exports, Fruit IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 5 exports going to high-risk markets (Russia and Ukraine). Beyond the traditional markets, it has not been possible to achieve coverage in new, more stable markets with high purchasing power. Against this background, it is becoming increasingly difficult to establish oneself on the EU. (MAA, 2023). The testing and demonstration plots at NNLE Agro Service Center, operated by the Ministry of Agriculture, have been testing new mandarin cultivars for several years. Several cultivars have already been recommended, and the ministry is operating a programme to help farmers replace overage mandarin trees with new saplings (including early-season cultivars). Unfortunately, such saplings are produced in limited quantities, and cannot enable renewal of plantations on a massive level. On the other hand, farmers have themselves not been showing much interest in renewing plantations and employing modern approaches for plantation maintenance. Interest among young people is critically low. Against the background of the challenges that exist in each link of the mandarin (selection, production, sorting, storage, packaging, labelling, etc.), it will be difficult to achieve a sharp increase in exports of Georgian mandarins to the EU market within a short period of time. However, by undertaking a consistent approach, it can be possible to realise the export potential of Georgian mandarins on the European market in the medium and longer term (MEPAG, 2023). Materials and methods The fieldwork was carried out in Adjara between October and December 2024-25. Analysis takes a holistic approach to analysis and includes consideration of direct actors, indirect actors and external influences. The present paper adopts its own framework for analysis of the mandarin selection, production, processing and export of mandarin varieties. The analysis is mainly based on the primary data collected from various actors along the value chain of citrus by administering the semi-structured interview schedules to respective respondents in Adjara regions for mandarin respectively. In total 70 farmers, 5 from the citrus region. To get the relevant information from other actors, we surveyed 100-120 of each of the commission agents, merchants/traders, marketing agents, and retailers. This study is based upon the analysis of the results obtained from various deskwork and fieldwork. More specifically, the deskwork included analysing (studying and processing) the existing data, such as statistics and publications. Furthermore, the modern literature, articles and strategic state documents related to mandarin production were studied. Furthermore, a group visit was made to the mandarin export and processing plant in Kobuleti. Two researchers attended the citrus forum in Batumi. Finally, several meetings took place with representatives, from the Ministry of Agriculture of Adjara. Results and Discussion Monitoring has shown that among the mandarin varieties grown for industrial purposes in Georgia, the following are common: Unshiu, Georgian Early and Kovno-Vase. Various mandarin varieties are undergoing acclimatization in the Chakvi nursery. These are super early (Jura Vase, Mikho Vase), early (Okitsu Vase and others), medium early (Taguchi, Ohotsu and Miyaga Vases) and late (Nova, Satsuma, Klaus) mandarin seedlings. In addition, mandarin varieties bred by Georgian breeders are undergoing acclimatization in the nursery - Georgian Early, Megrelishvili Early, Shavishvili Early, Georgian high-yielding clone Rekvavas Michurineli and others. Based on the 2022 agricultural census (ASCMAARA, 2023) there are 37,400 holdings operating citrus fruit plantations in Georgia. Most of these holdings own citrus gardens of up to 1 ha in area, and only 16 holdings have a plantation that is larger than 3 ha in area. 74% of the holdings are cultivating citrus fruit on areas between 0.10 and 0.49 ha. As for mandarin plantations specifically, the characteristics of an average holding are as follows: plantation size – 0.18 ha, which includes 120 mandarin trees; average yield – 1.8 tonnes (Table 1). Table 1: Mandarin sector in Georgia Location Mandarin Plantations Mandarin Trees in Plantations Holdings with Trees in Plantations Average mandarin Holding ha (total) Number of Trees (total) Trees / ha Number of Holdings ha Number of trees Georgia 6 766 4 398 400 650 36 639 0.18 120 Adjara 4 836 3 143 500 650 24 142 0.20 130 Guria 1 516 985 600 650 8 346 0.18 118 Imereti 24 15 400 650 239 0.10 64 Samegrelo – Upper Svaneti 377 245 000 650 3 892 0.10 63 IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 6 Types and varieties of mandarin As the observations showed us mandarin cultivars differ by the strength and length of their development. Since Georgia is one of the most northerly mandarin-producing regions, it is easier to cultivate relatively frost-resistant species here. One such species is the Japanese cultivar Unshiu, which can withstand temperatures below -10 to -12 °C, and is widely used in Georgia. Its trees grow 4-5 m in height, and stand out through their broad oval crowns. The fruit is medium to large in size (50-75 g), seedless, sweetsour, and its chemical composition is as follows: sugars – 6.17%; acidity – 0.98%; vitamin C – 36-38% . Other cultivars that are popular in Georgia include the Georgian early-season cultivar, which represents a somatic mutation of the Unshiu. It was discovered in 1958 in Chakvi. Its trees are relatively short (1.8-2.5 m), with strong, compact branches. Its fruit is large (82-85g), round, with an aromatic, sweet-sour taste. Compared to Unshiu, the fruit ripens 25 days earlier. Kawano Wase is a cultivar of Japanese origin, and is a variation of the Unshiu mandarin. Its trees are 2.0-2.5m in height, while its fruit is large (75-90g), round, slightly flat, with a sweet-sour taste. The fruit ripens in the first half of October. Other known early-season cultivars include Miyagawa Wase, Okitse Wase, Miho Wase, Tiahara Unshiu, and others (Jabnidze, 2015). Mandarin production in Georgia Mandarin hold a 92% share in the country’s citrus crop production. The volume of mandarin production in Georgia today varies from year to year, based on climate conditions and periodicity In 2022, Georgia produced 63,100 tonnes of mandarins, while the record figure of 110,400 tonnes was set in 2013 (RMEPAG, 2023) (Figure 1). Figure 1: Mandarin fruit Production in Georgia Mandarin production in Georgia by region The main citrus fruit-producing regions in Georgia are Adjara, Guria, Abkhazia, Samegrelo, and to a lesser extent, Imereti. Approximately 70% of the country’s citrus fruit is produced in Adjara (RMEPAG, 2023; MAARA, 2023) (Figure 2). Figure 2: Mandarin production in Georgia by region 77 110,4 76,2 85,4 65,5 58,2 66,3 64 56,8 61,6 63,1 23,7 49,8 22,1 24,4 26,9 23,5 28,9 31 35,3 44,2 15,9 8,3 12,3 10 9,2 14,9 8,3 15 17,1 8,3 10,2 5,4 0 20 40 60 80 100 120 140 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 Production Export Processing 51,9 84,6 49 60,4 39,6 46,1 48,2 50 37,6 49,7 37,2 23,7 49,8 22,1 24,4 26,9 23,5 28,9 31 35,3 44,2 15,9 8,3 12,3 10 9,2 14,9 8,3 15 17,1 8,3 10,2 5,4 0 10 20 30 40 50 60 70 80 90 100 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 Adjara Guria Samegrelo - Zemo Svaneti IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 7 Mandarin Export from Georgia From Figure 1, also it is clear that there is a sharp increase in mandarin exports between 2013 (49 800 t). These leaps coincided with relatively high yield figures in Georgia. Also, in the former case, the majority of exports went to Ukraine, while in the latter case, the growth in export figures was conditioned by the lifting of the Russian embargo on Georgian produce. Based on the official data from the last three years, Georgia’s annual mandarin exports amounted to 30,000 tonnes on average (40% of the total output), representing a value of around $11 million (MESDG, 2023). The main export markets for Georgian mandarins are countries of the former USSR, and particularly Russia, Armenia and Ukraine, which account for more than 50% of the mandarin exports over the past three years Khatisashvili et al., 2021) (Table 2). With regards to the price of mandarin exports, the highest figures were recorded in 2014, when they reached the 576 USD/t mark. The subsequent slight decrease in prices was largely due to the devaluation of the lari against the US dollar, as the figures would have continued to grow if converted into the national currency. The average figure for the last three years was 438 USD/t. The highest price for Georgian mandarin exports during this period was recorded in Belarus (545 USD/t), while the lowest prices were recorded in Kazakhstan (361 USD/t) and Uzbekistan (398 USD/t). The prices on the largest export markets were 448 USD/t for Russia and 409 USD/t for Ukraine (DCFTASP, 2022). Mandarin export from Georgia starts in October, peaking during the most active phase of the in November and December. By February and March, the volume of mandarin export is greatly reduced. Table 2: Exported tangerines by country in 2014 - 2023 (thousand tons) Export of Mandarin Concentrate Apart from fresh mandarins, Georgia has also been actively exporting mandarin concentrate10 since 2012. Over the last three years, the country has exported an average of over 700 tonnes of mandarin concentrate worth approximately $1 million each year. The main destination countries for mandarin concentrate exports are high-value markets such as Israel and Japan, which account for 75% of the exports. Other destinations include France, Netherlands, Switzerland, Russia and Ukraine. The average price of the concentrate is 1400-1500 USD/t (Kochlamazashvili et Archvadze, 2020) (Fig. 3). N Country Year 2014 2015 2016 2017 2018 2019 2020 2021 2022 1. Russia 11,772 21,428 17,934 15,352 20,014 20,783 22,553 26,133 11,402 2. Belarus 572 242 116 172 120 319 220 175 100 3. Azerbaijan 2,22 607 20 44 515 22 437 - - 4. Armenia 1,29 837 3,120 2,442 2,215 4,428 8,868 6,735 3,490 5. Ukraine 5,31 4,07 7,992 5,132 6,424 5,257 5,343 3,851 271 6. Kazakhstan 185 447 312 153 138 140 - - 101 7. Uzbekistan - - 97 241 260 - - - - 8. Moldova - - 32 - - 198 1,050 545 9. Kyrgyzstan - - 139 - - 58 - 80 - 10. Qatar - - - 1 - 4 - 301 - 11. Latvia - - - - 40 - - - - 12 Lithuania - - - 3 - 120 - - - 13 Estonia - - - - - - - 124 - 14 Poland - - 20 30 - 40 - - - 15 Slovenia - - - - - 300 - 234 - 16 Singapore - - - - - 1 - - - 17 Turkmenistan - - - - - - 306 - - 18 All the rest 757 74 - - - - 473 89 - Total (tons) 22,118 27,707 29,782 23,569 29,726 31,670 39,250 38,267 15,364 IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 8 Figure 3: Export destinations of mandarin concentrate from Georgia Mandarin produced in Georgia Mandarin produced in Georgia is mainly divided into three categories - Super, Class 1 (both in the standard category), and NS (non-standard). Non-standard mandarin includes fruit that has a diameter of less than 40-45 mm, and/or a damaged surface. The percentage of non-standard fruit within the total yield varies from one year to another, mainly depending on weather and quality of plantation maintenance. In 2020-2022, the share of nonstandard mandarin was 17% on average . This category of mandarin fruit has been subsidised by the government for several years. Whenever a processing company pays at least 20 tetri (0.2 lari) per kilogram, the state covers 10 tetri of that amount (ITC, 2020). Based on the average figures from the last three years, 11,000 tonnes of mandarin are processed in the country as a whole. As the average price is 0.20 GEL/kg, we can assume that farmers’ revenues from selling non-standard fruit is approximately 2.2 million per year, half of which is paid by the processing company, while the other half is subsidised by the state. Processing companies use non-standard mandarin to produce mandarin concentrate. On average, 15 tonnes of mandarin produce 1 ton of concentrate, which has a sugar content of 60%. In turn, 1 litre of concentrate produces 5 litres of juice. Thus, we can calculate that 3 kg of non-standard mandarins produce 1 litre of juice. Concentrate can be stored for 2 years in refrigerated conditions. Each year, a minimum of 20% of the harvested mandarins end up in the non-standard category, which twice exceeds the figures in major mandarin-producing countries (For example, the share of nonstandard mandarin in Turkey does not exceed 8-10%) (Kharaishvili and Suknishvili, 2021). Standard mandarins are divided into two quality categories – Super, which is larger than 55 mm in diameter and has an undamaged surface, and Class 1, which has a diameter of 45-55 mm and insignificant damages to its surface. Standard mandarins are sold both on the local and export markets. Fruit designated for export is calibrated, waxed (though not in all cases), placed in plastic, cardboard or wood packaging, and sent to destination countries using various forms of transport (Kochlamazashvili and Saghareishvili, 2018). The analysis showed that approximately 1/3 of the mandarin harvest is consumed on the domestic market. These are largely standard mandarins, although in recent years, the relatively undamaged, nonstandard fruits have also been sold in fresh form on the local market. Average domestic consumption of mandarins in 2020-2022 was 22,400 tonnes, of which 1400 tonnes (6.25% of the total) were imported, while Georgian produce accounted for the rest (Kharaishvili et Suknishvili, 2021; Koghuashvili et al., 2023). Participants from mandarin producers to consumers participants in Georgia Participants from mandarin producers to consumers participantscan be divided into the following groups: Suppliers of Raw Materials (Saplings, Pesticides et al.), Farmer, Collector/Sorter, Processing /caning, Collector/Sorter, Storace/refrigaration faciuti, Exporter, Mandarin importr, Retailer, Jucers producers (Georgia), Consumerns (Georgia), Juce producers (Abroad), Export logistics (Transport, Documentation), NoN-Governmentalorganisacions/Donors, Associations (Farmers, Prcessors), Extension and education –Alinstitutions, Financial institutiones (Banes, Microfinance and insurance companies), State Departaments and Ministry of Agriculture of Georgia (Fig. 5). The main ones are: Suppliers of Raw Materials Mandarin cultivation requires the following: suitable soil, saplings, pesticides, and a good extension service. Soil Although Georgia is one of the most northerly producers of citrus fruit, it has considerable production 439 295 68 68 55 36 23 Israel Japan Russia Switzerland Neterlands Francee IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 15 Кіріспе Мұнай өндіру, жинау, дайындау және тасымалдау процестерінде су-мұнай эмульсияларының түзілуі - өнеркәсіптік жүйелердің барлық сатыларында жиі кездесетін құбылыс. Эмульсиялар мұнайдың қасиеттеріне, кен орны геологиясына, өндірістік жағдайларға және физика-химиялық факторларға байланысты қалыптасады. Мұнай құрамындағы шайырасфальтен кешендері, табиғи беттік-белсенді заттар, минералды тұздар және механикалық қоспалар су тамшыларының бетінде тұрақты қабат түзеді. Бұл қабат тамшылардың коалесценциясын тежеп, оларды ұзақ уақыт бойы диспергирленген күйде ұстап тұрады. Өзбекстанның ауыр мұнайларын зерттеу нәтижелері шайырлар мен асфальтендердің табиғи эмульгатор ретіндегі рөлін айқын көрсетеді: асфальтен мөлшері артқан сайын эмульсияның фазаларды бөлуге қарсы тұру қабілеті күшейіп, тұтқырлығы жоғары, ұзақ өмір сүретін жүйе түзіледі. Мұндай тұрақты эмульсиялар мұнайды дайындау және тасымалдау кезінде насос энергиясының артуына, құбыр ішіндегі гидравликалық кедергілердің өсуіне, сусыздандырутұзсыздандыру кезеңдерінің баяулауына және жабдықтың жұмыс ресурсының төмендеуіне алып келеді [1]. Әлемдік энергетикалық нарықта дәстүрлі жеңіл мұнай қорының азаюына байланысты ауыр және өте ауыр мұнайлардың, битумдар мен нетрадициялық көмірсутектердің рөлі артуда. Ресурстық базаның осындай қайта құрылуы өндірістік процестерде жоғары тұтқыр эмульсиялармен жұмыс істеу қажеттілігін күшейтіп, олардың тұрақтылығын тиімді басқаруға мүмкіндік беретін жаңа технологиялық шешімдерге сұранысты арттырады [2]. Ауыр мұнайлардың жоғары тығыздығы, күрделі химиялық құрамы және шайыр-асфальтендердің қалыптасатын тұрақты интерфейстік қабаты оларды өңдеу тиімділігін шектейтін негізгі факторлардың бірі болып табылады. Сондықтан мұнай эмульсияларының түзілу және тұрақтану механизмдерін терең түсіну энергетика мен мұнай өңдеу саласының стратегиялық өзекті мәселесі болып саналады [3]. Мұнай эмульсияларын тұрақтандыру немесе дестабилизациялау үшін қазіргі кезде қолданылатын тәсілдер көпқырлы: механикалық (араластыру, ультрадыбыс), термиялық (жоғары температура), электрлік (электродегидраторлар), сондай-ақ химиялық (деэмульгаторлар) әдістер. Әсіресе химиялық реагенттер жоғары тиімділігіне қарамастан көбінесе синтетикалық беттік-белсенді заттарға негізделеді. Мұндай реагенттер фазалар арасындағы интерфейстік керілуді төмендетіп, асфальтен қабықшасын бұзуға бағытталған, алайда олардың экологиялық қауіпсіздігі төмен, биоыдырау қабілеті шектеулі, табиғи ортада жинақталу қаупі жоғары. Индустриядағы “жасыл химия” қағидаттарына сәйкес синтетикалық ПАВ-тарға балама табу қажеттілігі жылдан жылға өзекті бола түсуде [4]. Бұл мәселеге қатысты соңғы жылдары табиғи текті эмульгаторларға деген қызығушылық артты. Табиғи эмульсия жүйелерінде ақуыздар, полисахаридтер, фосфолипидтер және сапониндер жоғары тұрақтандыру қабілетіне ие екені көрсетілген. Бұл биополимерлердің құрылымы мен молекулалық қасиеттері интерфейске адсорбцияланып, тамшы бетінде берік тұрақтандыру тиімділігі эксперименттік түрде бағаланды. Зерттеу нәтижелері алынған биополимер бөлшектерінің мұнай-су интерфейсінде тұрақты адсорбцияланып, 10-120 μm диапазонында тамшы өлшемін ұстайтын берік Қатты бөлшектерден түзілген қабат түзе алатынын көрсетті. 0.5 wt% концентрацияда тұтқырлық 20-35% артты, седиментация жылдамдығы 45-60% төмендеді, ал коалесценция 60 күн бойы байқалмады. Бұл полимер құрылымы мен интерфейстік тұрақтандыру қасиеттері арасындағы байланыс технологияның тиімділігін айқындады. Қорытындысында әзірленген биополимер синтетикалық ПАВ-тарға экологиялық қауіпсіз балама ретінде қарастырылып, мұнай эмульсияларын басқаруда, тасымалдау және дайындау процестерін оңтайландыруда қолдануға қабілетті екені анықталды. Keywords: biodegradable polymer, particle-stabilized emulsions, oil-water interface, polysaccharides, stabilization, heavy oil. Кілт сөздер: биологиялық ыдырайтын полимер, Пикеринг эмульсиялары, мұнай-су интерфейсі, полисахаридтер, тұрақтандыру, ауыр мұнай IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 16 қабат түзуге мүмкіндік береді. Tamang және әріптестері биополимерлердің эмульсия тұрақтандыруының бірнеше механизмін сипаттайды: тұтқырлықты арттыру, беттік адсорбция, көпқабатты полимер-ақуыз кешендерінің түзілуі және Pickering-эмульсиялардың қалыптасуы. Сонымен қатар жүргізілген зерттеулер қатты бөлшектермен тұрақтандырылатын эмульсиялардың ерекше беріктігін көрсетеді: бөлшектер интерфейске берік бекініп, дәстүрлі беттік-белсенді заттарды қолданбай-ақ жоғары тұрақтылық қалыптастыра алады. Осындай механизмді биодеградацияланатын целлюлоза, хитозан және пектин негізіндегі бөлшектер арқылы да іске асыруға болады. Биологиялық ыдырайтын полимерлердің экологиялық артықшылықтары ерекше назар аударарлық. Пектин, хитозан, альгинат және декстран сияқты табиғи полисахаридтер уытсыз, жаңартылатын шикізаттан алынады, олардың құрылымы функционалды топтармен бай, химиялық модификациялауға икемді және табиғи ортада толық ыдырайды. Бұл полимерлердің физика-химиялық қасиеттері заряд, молекулалық масса, гидрофобты фрагменттердің болуы оларды эмульсиялық жүйелердегі интерфейсті басқару үшін перспективті материалдар қатарына енгізеді [6]. Олар мұнай-су интерфейсіне адсорбцияланып, асфальтен қабықшасымен бәсекелесе алады немесе оны толық ығыстырып, эмульсияны тұрақтандыру немесе керісінше, дестабилизациялау қызметін атқара алады. Осылайша биополимерлердің артықшылықтары синтетикалық химиялық реагенттерге қарағанда экологиялық қауіпсіз әрі тұрақты технологиялық шешім ұсынуға мүмкіндік береді. Жоғарыда аталған факторлар зерттеудің ғылыми проблемасын қалыптастырады: мұнай эмульсияларының интерфейстік қабатын тиімді басқару үшін экологиялық таза, биологиялық ыдырайтын, қолжетімді және технологиялық тұрғыдан тиімді полимерлік материалдар жасау қажеттілігі. Бұл мәселенің шешімі мұнайды өндіру, дайындау және тасымалдау кезеңдеріндегі шығындарды азайтып қана қоймай, экологиялық тәуекелдерді төмендетуге және тұрақты өндіріс моделіне көшуге мүмкіндік береді [7]. Осыған сәйкес зерттеудің мақсаты мұнай эмульсияларын тұрақтандыруға қабілетті биологиялық ыдырайтын полимерлерді алу технологиясын әзірлеу және олардың интерфейстік әрекет механизмдерін анықтау. Мақсатқа жету үшін мұнай эмульсияларының қалыптасуы мен тұрақтануына әсер ететін факторларды талдау, табиғи биополимерлердің молекулалық және коллоидтық қасиеттерін зерттеу, оларды модификациялау әдістерін анықтау, алынған полимерлердің интерфейстік қабатпен әрекеттесуін эксперименттік тұрғыда бағалау және олардың синтетикалық реагенттермен салыстырма тиімділігін анықтау міндеттері қойылады [8]. Зерттеудің ғылыми жаңалығы биодеградацияланатын полимерлердің мұнай эмульсияларындағы жаңа әрекет ету механизмдерін айқындаумен, интерфейсті басқарудың баламалы экологиялық әдісін ұсынумен, сондай-ақ табиғи полимерлерден қатты бөлшектерге негізделген тұрақтандырғыш бөлшектер алу мүмкіндігін алғаш рет ғылыми тұрғыда негіздеумен сипатталады. Теориялық және әдеби шолу Мұнай эмульсиялары - мұнай-газ өнеркәсібіндегі аса күрделі көпфазалы дисперстік жүйелердің бірі. Олар мұнай құрамындағы шайыр-асфальтен кешендерінің, минералды тұздардың, механикалық қоспалардың және табиғи беттік-белсенді компоненттердің әрекеттесуі нәтижесінде қалыптасады. Эмульсиялар әдетте су тамшылары мұнайда (W/O) немесе мұнай тамшылары суда (O/W) түрінде көрінеді, алайда нақты өндірістік жағдайда W/O типі айтарлықтай жиі кездеседі. Себебі шайырлар мен асфальтендер мұнай фазасына жоғары аффинділік танытып, су тамшыларының бетінде берік, серпімді, механикалық тұрғыдан орнықты қабықша түзеді [9]. Өзбекстанның ауыр мұнайлары бойынша жүргізілген талдаулар асфальтендердің интерфейске күшті адсорбцияланып, тамшылар коалесценциясын айтарлықтай тежейтінін, ал шайырлардың осы пленканың механикалық беріктігін арттырып, эмульсияның өміршеңдігін күшейтетінін көрсетті. Минералды тұздар (әсіресе NaCl, MgCl₂, CaCl₂) концентрациясының артуы және су үлесінің көбеюі де эмульсияның термодинамикалық емес, кинетикалық тұрақтылығын күшейтеді [10]. Мұнай эмульсияларының тұрақсыздану механизмдері көп факторлы: креминг, седиментация, флокуляция, коалесценция және Оствальд пісіп-жетілу процестері. Әр механизмнің басым болуы тамшы өлшеміне, температураға, интерфейстік керілуге және дисперсияның тұтқырлығына байланысты өзгеріп отырады. Қатты бөлшектермен тұрақтандырылатынэмульсияларына арналған заманауи зерттеулер интерфейсте қатты бөлшектердің бекінуі тамшылардың бірігуіне ең жоғары кедергі туғызатынын дәлелдеді [11]. IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 17 Бөлшектер тамшы бетінде адсорбцияланып, бос бет энергиясын минимумға келтіретін берік бөлшектік қабат түзеді. Мұнайда табиғи түрде кездесетін асфальтендер де дәл осындай “табиғи Pickering стабилизатор” рөлін атқарады: олардың қатты бөлшек тәрізді агрегаттары тамшы интерфейсін қаптай отырып, эмульсияның беріктігін айтарлықтай арттырады. Полимерлердің эмульсия тұрақтандырудағы рөлі олардың молекулалық құрылымы, функционалдық топтарының табиғаты, амфифильділік дәрежесі және гидратация қабатының қалыңдығымен тығыз байланысты. Полимерлер интерфейске адсорбцияланып, тамшы-тамшы жанасуын шектейтін қорғаныш қабат түзеді [12]. Табиғи полимерлер арасындағы пектин, альгинат, декстран және хитозан секілді биополисахаридтер көптеген артықшылықтарға ие: олар химиялық тұрғыдан иілгіш, гидрофильділік пен гидрофобтылық теңгерімін реттеуге болады, әрі олардың молекулалық массасы тұтқырлықты басқаруға мүмкіндік береді. Ақуыздар эмульсия жүйелерінде амфифильділігімен ерекшеленеді: гидрофобты аминқышқылдары интерфейске енсе, гидрофильді топтар су фазасына бағытталады. Бұл оларға жылдам адсорбцияланып, тамшы бетінде тығыз моноқабат қалыптастыруға мүмкіндік береді [13]. Полисахаридтердің реологиялық әсері де маңызды: жоғары молекулалық массалы альгинат және пектин ерітінділері тұтқыр ортаны қалыптастырып, тамшылардың қозғалыс жылдамдығын төмендетеді, нәтижесінде креминг пен седиментация бәсеңдейді. Tamang және әріптестері көрсеткендей, биополимерлердің тұрақтандыру қабілеті бірнеше механизм арқылы іске асады: стерикалық тосқауыл құру, электростатикалық репульсия туғызу, көпқабатты ақуыз-полисахарид кешендерін түзу және қатты бөлшектер арқылы Қатты бөлшектермен тұрақтандыру механизмін қамтамасыз ету. Биополимерлердің физика-химиялық қасиеттері олардың эмульсия жүйелеріндегі әрекетін айқындайтын ең маңызды факторлардың бірі болып саналады. Молекулалық масса жоғарылаған сайын полимер ерітінділерінің тұтқырлығы артады, ал бұл тамшылар қозғалысын баяулатып, дисперсияны кинетикалық жағынан тұрақты етеді [14]. Хитозан, альгинат және пектин сияқты зарядталған полимерлер электростатикалық тұрақтандыру механизмін іске қосып, тамшылардың бір-біріне жақындауын энергетикалық тұрғыдан тиімсіз етеді. Қатты бөлшектермен тұрақтандыруда полимер бөлшектерінің өлшемі мен бет модификациясы айрықша маңызды: бөлшек өлшемінің ұлғаюы және гидрофобты фрагменттер енгізілуі олардың интерфейске бекіну энергиясын арттырады. Vörös-Horváth зерттеуі көрсеткендей, бөлшектердің θ≈90° жанасу бұрышы болғанда интерфейске бекіну энергиясы максималды мәнге жетеді және жүйе ұзақ мерзім тұрақты күйде қалады [15]. Биополимер синтезінің әлемдік зерттеулерде қолданылатын әдістері олардың функционалдық қасиеттерін мақсатты түрде реттеуге мүмкіндік береді. Физикалық әдістер тізбек икемділігін арттырып, полимердің интерфейске адсорбция жылдамдығын өсіреді. Химиялық модификациялар карбоксилдеу, амидтеу, ацетилдеу, сульфаттау молекулалық құрылысты өзгертіп, беттік заряд пен гидрофобты/гидрофильді тепе-теңдікті оңтайландырады. Коацервация, миниэмульсиялық полимерлеу және аэрозольдік кептіру сияқты әдістер Қатты бөлшектерге негізделген тұрақтандырғыш бөлшектер алуда тиімді құрал ретінде қызмет етеді [16]. Экологиялық талаптар биодеградацияланбайтын синтетикалық ПАВ-тардың қолданылуын шектеп, олардың орнына экологиялық қауіпсіз биополимерлерді қолдану қажеттілігін арттырып отыр. Мұнай эмульсияларының тұрақтылығы өндірістік процестердің күрделілігін күшейтіп, қалдықтарды өңдеуді қиындатады, ал синтетикалық реагенттер қоршаған ортада ұзақ сақталып, топырақ пен су экожүйелерінің уытты ластануына әкелуі мүмкін. Биополимерлер бұл мәселелерді шешуге қабілетті, себебі олар толық немесе жартылай биодеградацияланады, жаңартылатын шикізаттан алынады және экологиялық ізі төмен [17]. Осылайша, қазіргі ғылыми әдебиеттер мен тәжірибелік деректер биополимерлердің мұнай эмульсияларын тұрақтандырудағы әлеуетін толық дәлелдейді. Олардың интерфейстік белсенділігі, молекулалық модификацияға икемділігі, экологиялық қауіпсіздігі және өндірістік бейімділігі мұнай-су жүйелерін басқаруда жаңа буын «жасыл» технологияларды жасауға негіз бола алады. Материалдар мен әдістер Зерттеу биологиялық ыдырайтын полимерлерді алу және олардың мұнай эмульсияларын тұрақтандыру қабілетін бағалау мақсатында жүргізілген қолданбалы-эксперименттік сипаттағы ғылыми жұмыс болып табылады. Әдістеме табиғи полисахаридтерді бастапқы IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 18 шикізаттан бөліп алу, олардың құрылымын мақсатты түрде химиялық және ферментативтік модификациялау, алынған биополимерлерді көпсатылы тазарту және олардың физикахимиялық қасиеттері мен интерфейстік тұрақтандыру белсенділігін анықтауға негізделген. Сонымен бірге зерттеу барысында салыстырмалы талдау тәсілдері, модельдеу элементтері, көпдеңгейлі физика-химиялық бақылау әдістері және алынған нәтижелердің статистикалық интерпретациясы қолданылды. Шикізат ретінде табиғи полисахаридтерге бай материалдар таңдалды. Хитин краб, асшаян және төменгі омыртқасыздардың панцирінен алынды; ол үшін шикізат алдын ала механикалық ұнтақтаудан өтіп, кейін қышқылдық деминерализация (1-2 M HCl) жүргізілді. Бұл кезең минералды компоненттерді ерітіп, органикалық матрицаны тазалауға мүмкіндік берді. Одан кейін сілтілік деацетилдеу (40-50% NaOH) арқылы хитозан алынды. Крахмал фракциялары картоп пен жүгері құрамынан тазартылған түрінде пайдаланылды, ал альгинат бурый балдырлардан классикалық экстракциялық схемамен бөлінді: балдыр массасы сода ерітіндісінде экстракцияланып, кейін кальций тұздарымен тұндырылып, натрий тұздары түрінде қайта ерітілді. Полисахаридтерді модификациялау олардың интерфейстік қасиеттерін күшейтуге бағытталды. Химиялық реакциялар үшін каталитикалық жүйелер ретінде төмен концентрациялы минералдық қышқылдар (HCl, H₂SO₄), ал ферментативтік гидролиз үшін альфа-амилазалар мен хитиназалар қолданылды. Химиялық модификация кезеңінде карбоксилдеу монохлорсірке қышқылымен (NaOH ортасында) жүргізілді, бұл полимер тізбегіне COO⁻ топтарын енгізуге мүмкіндік берді. Сульфаттау хлорсульфон қышқылы немесе күкірт қышқылының модификацияланған туындылары арқылы төмен температурада (5-10 °C) іске асырылды. Бұл қадам молекулалық зарядты арттырып, полимердің беттік белсенділігін жоғарылатты. Кросслинкинг (иондық көпірлер түзу) Ca²⁺ және Zn²⁺ иондары арқылы жүзеге асырылып, альгинат гельдерінің механикалық беріктігін күшейтті. Мұндай құрылымдар Қатты бөлшектерге негізделген тұрақтандырғыш бөлшектер түзу үшін аса қолайлы екені Vörös-Horváth зерттеулерінде көрсетілген. Алынған биополимер үлгілері көпсатылы тазарту әдістерінен өткізілді. Алдымен центрифугалау арқылы ірі фракциялар мен реакция қалдықтары бөлінді, кейін диализ әдісімен төмен молекулалық массалы қоспалар (тұздар, реакция өнімдері) толық шығарылды. Соңында үлгілер лиофильдік кептіру арқылы құрғатылып, құрылымдық тұтастығы сақталған, зертханалық сипаттауға дайын ұнтақ түрінде алынды. Барлық технологиялық параметрлер температура, рН, гидролиз уақыты, реагент концентрациясы биополимердің молекулалық архитектурасына әсерін бақылау үшін қатаң регламенттелді [7]. Тұрақтандыру тиімділігін бағалау үшін ауыр мұнай негізіндегі модельдік эмульсиялар дайындалды. Бұл таңдаудың негізгі себебі ауыр мұнайларда шайыр-асфальтен кешендері көп болғандықтан, алынған биополимерлердің олармен бәсекелесу қабілеті нақты анық көрінеді. Модельдік эмульсиялар су үлесі 10-30% болатын W/O жүйелерінде дайындалды. Фазалар диспергирлеу үшін жоғары жылдамдықты механикалық араластырғыш қолданылды, араластыру жылдамдығы 5000-9000 rpm диапазонында ұсталды. Әр биополимер үлгісі 0.1-1.2 wt% концентрация аралығында жеке сынақтарға енгізілді, бұл концентрация-тұрақтылық тәуелділігін анықтауға мүмкіндік берді. Эмульсия тұрақтылығын талдау бірнеше көрсеткіштер бойынша жүргізілді. Фазалық бөліну жылдамдығы уақыт бойынша визуалды және сандық әдістермен тіркелді. Креминг, седиментация және коалесценция белгілері бақылауға алынып, олардың басымдығы мен басталу уақыты салыстырылды [7]. Ротациялық вискозиметр көмегімен эмульсияның реологиялық қасиеттері анықталды, бұл полимер қосылғандағы тұтқырлық өзгерісін бағалауға мүмкіндік берді. Электрофоретикалық анализаторда ζ-потенциал өлшеніп, тамшы бетіндегі зарядтың тұрақтандыру механизміндегі рөлі зерттелді. Тамшы өлшемін анықтау үшін лазерлік дифракциялық анализ және оптикалық микроскопия қолданылды. Бұл әдістер мұнай эмульсияларындағы Pickering-тұрақтанған құрылымдарды сипаттауда жоғары дәлдігімен ерекшеленеді. Барлық алынған деректер статистикалық өңдеуден өтті. Полимердің молекулалық құрылымы, модификация әдісі, концентрациясы және технологиялық параметрлер арасындағы корреляциялар есептеліп, әр фактордың тұрақтандыру тиімділігіне әсері сандық түрде бағаланды. Мұндай кешенді тәсіл биополимердің мұнай эмульсиялары үшін тұрақтандырғыш ретіндегі әлеуетін толық және дәл анықтауға мүмкіндік берді. Нәтижелер IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 19 Зерттеу барысында алынған биополимерлердің физика-химиялық параметрлері, олардың мұнай эмульсияларын тұрақтандыру қабілеті, тұрақтылықтың уақыт бойынша өзгеруі және эмульгатор концентрациясының эмульсия құрылымына әсері сандық тұрғыда жан-жақты сипатталды. Бұл нәтижелер табиғи текті полимерлердің интерфейстік белсенділігін, дисперстік жүйелердегі әрекет ету механизмдерін және Қатты бөлшектермен тұрақтандыруға тән ерекшеліктерді толық айқындауға мүмкіндік берді. Биополимер бөлшектерінің өлшемі, Бөлшек-тұрақтандырғыш ретінде тиімділігіне тікелей әсер ететін фактор болып табылады. Зерттелген үлгілердің бөлшектік диаметрі 120480 нм диапазонында өзгеріп, гидратацияланған күйінде 180-560 нм деңгейіне ұлғайғаны байқалды. Мұндай өлшемдер бөлшектердің интерфейске адсорбциялануын энергетикалық жағынан тиімді етеді, себебі бөлшек радиусы артқан сайын интерфейске бекіну энергиясы ΔG пропорционалды түрде өседі. Бұл теориялық тәуелділік алынған тәжірибелік деректермен жақсы үйлесті: бөлшектер өлшемінің ірілеу фракциялары тұрақты Қатты бөлшектерден түзілген қабатын тезірек түзе алды. Беттік зарядты сипаттайтын ζ-потенциал мәндерінің -22.4…-36.8 мВ диапазонында болуы полисахарид бөлшектерінің су фазасында тұрақты диспергирленуін қамтамасыз етті және тамшы-тамшы арасындағы электростатикалық репульсияны күшейтті. Бұл әсіресе карбоксилденген және сульфатталған фракцияларда айқын байқалды, өйткені функционалдық топтардың саны артқан сайын полимердің аниондық заряды да өсіп, интерфейсте берік электростатикалық тосқауыл қалыптасты. Зерттеу барысында иондық модификацияның дәл осы әсері эмульсия тұрақтылығының 45-60% жақсаруымен тікелей байланысты екені анықталды. Молекулалық гидратация деңгейі биополимер бөлшектерінің «жұмсақ» табиғатын қалыптастыратын маңызды параметрлердің бірі болды. Гидратация қабаты неғұрлым қалың болса, бөлшектердің интерфейстегі қабаты соғұрлым серпімді және механикалық тұрғыдан берік болатыны байқалды. Мұндай гидрогель тәрізді қабықша асфальтен қабаттарымен бәсекелес қабілетке ие болып, тамшы бетінде жаңа тұрақтандыру ортасын қалыптастырды. Бұл құбылыс ауыр мұнайлардың табиғи құрамында кездесетін асфальтендердің қатты бөлшектермен тұрақтандырылатын тәрізді әрекетімен құрылымдық ұқсастық көрсетті, бірақ биополимер қабатының серпімділігі жоғары болды. Тұтқырлыққа әсер ету де тұрақтандыру механизмінде шешуші рөл атқарды. 0.5 wt% концентрация деңгейінде биополимер енгізілген эмульсиялардың тұтқырлығы 20-35% артты, бұл тамшылар қозғалысын баяулатқандықтан, седиментация және коалесценция процестері айтарлықтай тежелді. Тұтқырлықтың өсуі тек көлемдік тұрақтандыруға ғана емес, интерфейстегі адсорбцияланған бөлшектердің қайта таралуын шектеуге де ықпал етті. Жалпы алғанда, алынған нәтижелер модификацияланған полисахаридтердің интерфейске адсорбциялану энергиясының жоғарылағанын, олардың Қатты бөлшектерден түзілген қабат түзу қабілетінің күшейгенін және мұнай эмульсияларындағы тұрақсыздық механизмдерін айтарлықтай бәсеңдеткенін көрсетті. Бұл зерттеу биополимер құрылымы мен эмульсия тұрақтылығы арасындағы байланыстарды жан-жақты дәлелдеп, олардың практикалық тұрғыда синтетикалық тұрақтандырғыштарға экологиялық тұрғыдан қауіпсіз альтернатива бола алатынын анық көрсетті. Полисахаридтер негізіндегі биополимер бөлшектерінің өлшемі (құрғақ күйде) 120-480 нм аралығында анықталды. Бұл диапазон Қатты бөлшектерге негізделген тұрақтандырғыш бөлшектер үшін қолайлы деп есептеледі, себебі бөлшек диаметрі неғұрлым үлкен болса, оның интерфейске бекіну энергиясы соғұрлым жоғары болады. Гидратацияланған күйінде бөлшектердің гидродинамикалық радиусы 180-560 нм аралығында өзгерді, бұл олардың айналасын қоршайтын гидратация қабатының қалыңдығын көрсетеді. Гидратация қабатының үлкен болуы бөлшектердің «жұмсақ» гельтәрізді қасиетін күшейтіп, интерфейстегі қабықшаның серпімділігін арттырды. Бұл серпімді қабықша тамшы бетінің деформацияға қарсы тұруына ықпал етіп, эмульсияның коалесценцияға бейімділігін төмендетті. Пектин және альгинат негізіндегі үлгілердің ζ-потенциалы -22.4 мВ-тен -36.8 мВ-қа дейінгі диапазонда тіркелді. Мұндай жоғары теріс заряд бөлшектердің өзара тебілуін қамтамасыз етіп, жүйенің электростатикалық тұрақтылығын күшейтті. Бұл көрсеткіштер тұрақтандыру механизмінде екі рөл атқарды: (1) бөлшектердің су фазасында агрегациялануын болдырмау; (2) тамшы-тамшы арасындағы жақындасуын шектеу. IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 20 Нәтижесінде, ζ-потенциалының жоғары абсолюттік мәндері эмульсияның седиментация жылдамдығының төмендеуіне және жүйенің ұзақмерзімді тұрақтылығына тікелей әсер етті. Хитозан негізіндегі үлгілер әлдеқайда төмен заряд көрсетті, себебі рН шамамен 6-7 аралығында амин топтарының протондану дәрежесі төмендейді. Бұл хитозанның катиондық табиғаты тек қышқыл ортада айқын болатынын және бейтарап рН-та тұрақтандыру қабілетінің шартты түрде әлсірейтінін көрсетті. Сондықтан хитозанды қолдануда рН басқаруы шешуші фактор ретінде қарастырылды. Реологиялық өлшемдер биополимерлердің эмульсияның көлемдік тұрақтылығына қосқан үлесін көрсетті. 1 wt% концентрацияда тұтқырлық 45-110 mPa•s диапазонында өзгерді. Альгинат ерітінділері ең жоғары тұтқырлықты көрсетті (≈100-110 mPa•s), бұл оның молекулалық массасының жоғары болуына және иондық кросслинкингке қабілеттілігіне байланысты. Пектин мен декстран құрылымдары тұтқырлықты орташа деңгейде арттырды (50-75 mPa•s). Тұтқырлықтың жоғарылауы тамшы қозғалысын баяулатып, креминг пен седиментация процестерін тежеп, эмульсияның кинетикалық тұрақтылығын арттырды. Биополимер бөлшектерінің жанасу бұрышы (θ) 85-92° аралығында анықталды. Бұл диапазон Қатты бөлшектермен тұрақтандыру үшін ең тиімді жағдайға сәйкес келеді, себебі θ≈90° болғанда бөлшектер интерфейсте максималды тұрақтылықпен орналасады. Жанасу бұрышының мұндай мәндері бөлшектердің гидрофильділік пен гидрофобтылық арасындағы теңгерімі дұрыс қалыптасқанын көрсетті. ΔG_d адсорбциялық энергиясының есептік түрде >10⁴ kT деңгейінде болуы бөлшектердің интерфейсте «құлыпталу» әсерінің өте күшті екенін дәлелдейді. Бұл энергия деңгейі бөлшектердің тамшы бетінде берік орналасып, сыртқы механикалық әсерлер немесе Brownian қозғалыс нәтижесінде қайта бөлінуіне жол бермейді. Мұндай жоғары адсорбциялық энергия Pickering-тұрақтандырылған эмульсиялардың ұзақмерзімді өміршеңдігін түсіндіретін негізгі факторлардың бірі болып табылады. Осы физика-химиялық параметрлердің барлығы бірге қарастырылғанда, алынған биополимерлердің мұнай эмульсияларының интерфейстік қабатында берік, серпімді, механикалық тұрғыдан тұрақты қорғаныш қабықша түзетіні дәлелденді. Бұл қабат асфальтендердің табиғи қабықшасымен бәсекелесе отырып, ауыр мұнай эмульсияларын тұрақтандырудың жаңа, экологиялық қауіпсіз мүмкіндігін қалыптастырады. Кесте 1. Алынған биополимер бөлшектерінің физика-химиялық параметрлері Көрсеткіш Мәні Тұтқырлық (1 wt%) 45-110 mPa·s Бөлшек өлшемі (құрғақ күйде) 120-480 nm Бөлшек өлшемі (гидратталған) 180-560 nm ζ-потенциал -22.4…-36.8 mV Жанасу бұрышы (θ) 85-92° Интерфейске бекіну энергиясы >10⁴ kT SMCC негізіндегі модификацияланған биополимер бөлшектері 0.5 wt% концентрацияда сумұнай интерфейсінде жоғары адсорбциялық қабілет көрсетіп, классикалық Pickeringэмульсияларына тән ұзақ мерзімді құрылымдық тұрақтылық қалыптастырды. Алынған эмульсияларда тамшы өлшемі 10-120 μm диапазонында сақталды, және 60 күн бойы коалесценцияның байқалмауы бөлшектердің интерфейсті механикалық тұрғыдан берік «қаптап» тұрғанын көрсетті. Мұндай ұзақ мерзімді тұрақтылық бөлшектердің интерфейске бекіну энергиясының (ΔG) өте жоғары, яғни >10⁴ kT тәртібінде болғанын дәлелдейді. Осы себепті бөлшектер интерфейстен ажырап кетпей, тамшы бетінің толық айналасын қоршаған берік қабат түзе алды. Гидрофобтандырылмаған бөлшектер енгізілген сынақтарда эмульсия түзілмеуі Қатты бөлшектермен тұрақтандырудың гидрофобты-гидрофильді тепе-теңдікке өте сезімтал екенін нақты көрсетті. Егер бөлшектердің беті тым гидрофильді болса, олар интерфейске адсорбцияланбай, су фазасына қайта араласып кетеді; ал шамадан тыс гидрофобты бөлшектер мұнай фазасына толық өтіп кетіп, интерфейсте тұрақты құрылым қалыптастыра алмайды. SMCC бөлшектерінің дәл осы аралық амфифильді аймаққа түсуі олардың жоғары Pickering белсенділігін қамтамасыз етті. 0.5 wt% концентрацияда жүйенің тұтқырлығының 20-35% артуы эмульсияның көлемдік тұрақтылығына қосымша үлес қосты. Тұтқырлықтың артуы тамшы қозғалысының гидродинамикалық басылуына әкеліп, ауыр мұнай эмульсияларындағы седиментация жылдамдығын 45-60% төмендетті. Бұл көрсеткіш биополимер тізбектерінің су фазасын IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 21 құрылымдауы және оның реологиялық қасиеттерді күшейту арқылы тамшы динамикасын шектеуімен түсіндіріледі. Эмульсиялардың фазалық бөліну уақытының 24 сағаттан 72 сағатқа дейін ұзаруы Қатты бөлшектерден түзілген қабатының механикалық беріктігімен қатар, жүйенің жалпы реологиялық кедергісінің артқанын білдіреді. Тамшы бетінде түзілген биополимер бөлшектерінің тығыз қабықшасы тамшылардың бірігуін толық тежейтін берік механикалық тосқауыл рөлін атқарды, ал көпфункционалды стереоэлектростатикалық тұрақтандыру (заряд + гель тәрізді қабаттың серпімділігі) жүйенің жалпы интегралдық тұрақтылығын қамтамасыз етті. Жалпы алғанда, бұл нәтижелер SMCC негізіндегі биополимер бөлшектерінің мұнай эмульсияларын ұзақ мерзімді тұрақтандыруда жоғары тиімділікке ие екенін сандық түрде дәлелдейді. Олар асфальтендердің табиғи тұрақтандыру қабілетін толықтыра немесе ішінара алмастыра отырып, су-мұнай интерфейсінде механикалық, электростатикалық және стерикалық қорғаныш қабат қалыптастырады. Кесте 2. Мұнай эмульсияларын тұрақтандыру нәтижелері Параметр Нәтиже Pickering-тұрақтанған тамшы өлшемі 10-120 μm Коалесценция тіркелмейтін кезең ≥ 60 күн Тұтқырлық өсімі (0.5 wt%) +20-35% Седиментация жылдамдығы 45-60% төмендеді Фазалық бөліну басталу уақыты 24 сағ → 72 сағ Эмульгатор концентрациясының эмульсия құрылымына әсерін сипаттайтын d₃₂-C тәуелділігі зерттеу барысында айқын байқалды және жүйенің тұрақтану механизміне тікелей ықпал ететін негізгі фактор екені дәлелденді. Концентрациясы 0.3 wt% төмен болған жағдайда бөлшектердің интерфейсті толық жабуға қажетті мөлшері жеткіліксіз болды, нәтижесінде тамшы бетінің қорғаныш қабаты толық қалыптаспай, коалесценция жылдам жүрді. Бұл режим «эмульгатор жетіспеушілігі аймағы» болып саналып, онда тамшылардың бірігуі қарқынды жүріп, тамшы өлшемі күрт ұлғайып, жалпы жүйе тұрақсыз сипат көрсетті. Ал 0.4-0.6 wt% аралығында C_min тиімді концентрация аймағы қалыптасып, бөлшектер интерфейске жеткілікті мөлшерде адсорбцияланып, тамшыларды қоршайтын берік қабат түзе алды. Осы концентрация аралығында тамшы өлшемі шамамен 30-40% кішірейіп, бұл полимер бөлшектерінің тамшы фрагментациясы кезінде жаңадан пайда болған беттерді жылдам тұрақтандыра алғанын көрсетті. Сонымен бірге фазалық бөліну жылдамдығы 2-3 есе баяулап, эмульсияның коалесценцияға қарсы тұру қабілеті айтарлықтай артты. Интерфейстік адсорбция жылдамдығы осы аралықта максималды болды, бұл бөлшектердің беткі керілудің төмендеуіне жедел жауап беріп, интерфейске бірден бекінуін қамтамасыз етті. Алайда 1 wt% жоғары концентрацияда жүйенің реологиялық қасиеттері күрделене бастады: тұтқырлық пропорционалды емес деңгейде артып, полимер тізбектерінің өзара қабаттасуы басталды, нәтижесінде бөлшектердің интерфейске жету диффузиясы баяулап, тамшының бастапқы фрагментациясы шектелді. Мұндай жағдайда тамшы өлшемі айтарлықтай өзгермей, эмульсия гель тәрізді тұтқыр құрылымға ауыса бастады. Жоғары концентрациядағы бұл құбылыстар эмульсияны толық тұрақсыздандырмаса да, Қатты бөлшектермен тұрақтандыру механизмінің оңтайлы концентрация интервалын сақтаудың қажеттілігін және жүйенің созылмалы механикалық беріктігі мен реологиялық параметрлер арасындағы тепе-теңдікті сақтау маңызды екенін көрсетті. Кесте 3. Концентрация-тұрақтылық арасындағы тәуелділік Концентрация (wt%) d₃₂ (тамшы өлшемі) Тұрақтылық сипаттамасы 0.2 Өсті (тұрақсыз) Фазалық бөліну жылдам 0.4 30% төмендеу Орташа тұрақтылық 0.6 40% төмендеу Жоғары тұрақтылық 1.0 Төмен, тұрақты Тұтқырлық артады 1.2 Өзгермейді Тұтқырлық тым жоғары PGPR (6 wt%), GDL-casein кешені және гидрофобты кремний диоксиді сияқты өнеркәсіптік тұрақтандырғыштармен жүргізілген салыстыру нәтижелері биополимер бөлшектерінің бәсекеге қабілеттілігін айқын көрсетті. PGPR қолданылған W/O жүйелерінде 90 күндік сақтау кезеңінен кейін тамшы өлшемі 1128 nm деңгейінде сақталса, GDL-casein кешені бар эмульсияларда осы уақытта тамшы диаметрі 649 nm шамасында болды. Гидрофобты силика бөлшектері қолданылған Pickering жүйелерінде орташа тамшы өлшемі шамамен 2 μm деңгейінде тіркелді, бұл силикат бөлшектерінің интерфейске жоғары энергиямен бекінетінін IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 22 көрсетеді. Ал биополимер бөлшектерімен тұрақтандырылған Pickering-эмульсияларда тамшы өлшемі 10-120 μm диапазонында тұрақты сақталды, әрі эмульсия ұзақ мерзім бойы коалесценцияға ұшырамады. Тамшы өлшемдерінің бұл айырмашылықтары Қатты бөлшектермен тұрақтандыру механизмінің табиғатына тікелей байланысты: биополимер бөлшектері интерфейсте қатты бөлшектерге тән адсорбциялық қабілет көрсетіп қана қоймай, гидратацияланған қабықшасының арқасында беттік қабаттың серпімділігін арттырып, асфальтендердің табиғи қабықшасына ұқсас қорғаныш құрылым түзді. Нәтижесінде биополимер бөлшектері бар жүйелерде механикалық және стереоэлектростатикалық тосқауылдар қатар күшейіп, эмульсиялардың құрылымдық тұрақтылығы ұзақ мерзім бойы сақталды. Кесте 4. Биополимерлер мен коммерциялық тұрақтандырғыштардың салыстыруы Тұрақтандырғыш Концентрация Тамшы өлшемі (90 күн) Жүйе түрі PGPR 6 wt% 1128 nm ПАВ-эмульсия GDL-casein - 649 nm Ақуыз кешені Силика бөлшектері - ≈ 2 μm Pickering Биополимер бөлшектері 0.5-1 wt% 10-120 μm Pickering (табиғи) Экологиялық параметрлер тұрғысынан табиғи биополимерлердің синтетикалық ПАВтармен салыстырғанда айтарлықтай басымдылыққа ие екені анық байқалды. Полисахаридтер мен ақуыз туындылары толық немесе жартылай биодеградациялануға қабілетті болғандықтан, олардың қоршаған ортада жинақталуы, әсіресе топырақ пен су экожүйелерінде ұзақ мерзім сақталуы синтетикалық тұрақтандырғыштармен салыстырғанда 50-70% төмен екені байқалды. Бұл олардың табиғи ортада микроорганизмдер әсерінен қауіпсіз ыдырай алатындығын және қалдық түрінде аккумуляцияланбайтындығын көрсетеді. Ал синтетикалық ПАВ-тар, керісінше, биодеградацияға әлсіз ұшырайтындықтан, экологиялық тәуекел деңгейін арттырып, мұнай дайындау процесінде қосымша тазарту шараларын талап етеді. Экономикалық тұрғыдан да биополимерлердің тиімділігі жоғары екені анықталды. Шикізаттың жаңартылатын биологиялық көздерден алынуы ұзақ мерзімді ресурс тұрақтылығын қамтамасыз етеді, ал өндіріс процесінің төмен температуралы циклде (40-90 °C) жүруі энергия шығынын едәуір азайтады. Сонымен қатар қолданылатын реагенттер мен еріткіш көлемінің азаюы технологиялық тізбектің жалпы құнын төмендетуге ықпал етті. Бұл факторлардың жиынтығы өндірістік шығындардың 25-40% дейін қысқаруына әкелді, яғни биополимерлерді ірі ауқымды өндірісте қолдану экономикалық тұрғыдан да тиімді екенін көрсетті. Осы параметрлердің барлығы биополимерлерді мұнай эмульсияларын тұрақтандыру процесінде қолдануды өндірістік, экологиялық және технологиялық жағынан ұтымды шешім ретінде сипаттайды. Мұндай биотекті реагенттер мұнай өңдеу кәсіпорындары үшін экологиялық тәуекелді төмендететін, энергия тиімділігін арттыратын және химиялық жүктемені азайтатын балама технологиялық бағыттың негізін құрайды. Талқылау Бұл зерттеу нәтижелері табиғи полисахаридтер мен олардың модифицирленген бөлшектерінің мұнай эмульсияларындағы интерфейстік процестерді басқаруда маңызды рөл атқаратынын көрсетті. Алынған деректер биополимер бөлшектерінің құрылымы, өлшемі, беткі заряды және гидрофобты-гидрофильді тепе-теңдігі Қатты бөлшектермен тұрақтандыру механизмінің негізгі параметрлері болып табылатынын дәлелдейді. Осыған дейінгі зерттеулерде өңделген полисахаридтердің тамақ және фармацевтикалық жүйелерде тиімді эмульсия түзетіні көрсетілген болса, бұл жұмыста олардың мұнай-су жүйелерінде де белсенділігі дәлелденді, бұл табиғи полимерлердің жаңа қолдану аймақтарын ашатынын көрсетеді. Алынған нәтижелердің теориямен сәйкестігі бірнеше аспект бойынша анық байқалды. Біріншіден, бөлшектердің өлшемдері (120-480 нм) және hydration-driven радиустары (180-560 нм) Қатты бөлшектермен тұрақтандырудың жалпы теориясына сәйкес, бөлшектер интерфейске бекіну үшін жеткілікті үлкен, бірақ мұнай фазасында шөгу немесе қалқып кету үшін жеткіліксіз дәрежеде шағын болуы тиіс. Екіншіден, ζ-потенциалдың -22.4…-36.8 мВ аралығында болуы электростатикалық тосқауылдың жеткілікті екенін және тамшы-тамшы жақындасуын тежеуде шешуші рөл атқаратынын көрсетті; бұл Tamang және әріптестері сипаттаған полисахарид-су интерфейсіндегі электростатикалық тұрақтандыру моделіне толық сәйкес келеді. Үшіншіден, жанасу бұрышының 85-92° аралығында болуы Қатты бөлшектермен IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 23 тұрақтандырудың ең қолайлы аймағы (θ≈90°) екенін көрсетеді. Бұл силика бөлшектерімен жүргізілген зерттеулерде алынған мәндермен толық сәйкес келеді. Алынған нәтижелерді әдістермен байланыстыра отырып қарастырсақ, химиялық модификациялану деңгейінің тұрақтандыруға тікелей әсер ететіні анықталды. Карбоксилдеу және сульфаттау арқылы алынған теріс зарядталған полисахарид бөлшектері адсорбциядан кейін интерфейсте тығыз, серпімді қабат түзді, ал бұл қабат тамшы бетінің механикалық беріктігін арттырып, 60 күн бойы коалесценцияның болмауына әкелді. Модификацияланбаған бөлшектердің эмульсия түзе алмауы (гидрофильділігінің шамадан тыс жоғары болуы) амфифильділік шегіне қатысты жалпы теориялық қағидамен түсіндіріледі: бөлшек тым гидрофильді болған жағдайда ол интерфейске орнықпайды және қатты бөлшектерден түзілетін тұрақтандыру қабаты қалыптаспайды. Алынған нәтижелердің күтпеген тұстары да болды. Мысалы, биополимер бөлшектерімен тұрақтандырылған жүйелердегі тамшы өлшемдерінің 10-120 μm диапазонында болуы силика бөлшектерімен алынған эмульсиялардағы (d≈2 μm) сипаттамадан айтарлықтай үлкен болды. Бұл феноменнің бірнеше себептері бар: Биополимер бөлшектерінің Қатты бөлшектермен тұрақтандыру кезінде ірілеу тамшы өлшемдерін қалыптастыруының бірнеше ғылыми негізделген себептері анықталды. Ең алдымен, биополимер бөлшектерінің «жұмсақ» коллоидтық табиғаты мен гидратацияланған қабатының қалыңдығы тамшы бетінің деформациялануға бейімділігін арттырады. Гидратацияланған қабық тым икемді болғандықтан, диспергирлеу кезеңінде тамшылардың толық фрагментациясына механикалық тұрғыдан қарсы әсер етеді; нәтижесінде тамшылардың бөлшектенуі силика сияқты қатты бөлшектерге қарағанда төмен деңгейде жүреді. Бұл құбылыс биополимер гельдерінің серпімділігі жоғары болуымен және олардың интерфейсте сұйық-қатты гибридті қабат түзуімен түсіндіріледі. Сонымен бірге биополимер бөлшектері интерфейсте жоғары механикалық беріктікке ие қабықша түзгенімен, олардың серпімді модулі қатты силикат бөлшектеріне қарағанда әлдеқайда төмен. Осы себепті олар тамшының бастапқы гидродинамикалық ыдырауын толық тежей алмайды. Нәтижесінде биополимер бөлшектері бар жүйелерде тамшы өлшемдері шамамен 10-120 μm аралығында сақталып, силика бөлшектерімен тұрақтандырылған жүйелерге қарағанда ірілеу тамшылардың басымдығы байқалады. Бұл биополимер бөлшектерінің интерфейстік қабаты қатты емес, «жұмсақ» серпімді сипатқа ие екенін және сурфактант-Pickering гибридті механизмі іске асатынын көрсетеді. Үшінші маңызды фактор ауыр мұнай құрамындағы шайыр-асфальтен кешендерінің биополимер бөлшектерімен рекомбинациялануы. Асфальтендер полярлы, ароматты құрылымға ие болғандықтан, интерфейсте биополимер бөлшектерімен әрекеттесіп, күрделі көпқабатты пленка түзуге бейім. Бұл процесс эмульсиядағы тамшылардың беткі қасиеттерін өзгертіп, агрегатталған құрылымдардың түзілуіне және тамшылардың іріленуіне ықпал етуі мүмкін. Асфальтендердің табиғи Бөлшек-тұрақтандырғыш ретіндегі рөлі биополимер бөлшектерімен бірге синергиялық әсер туғызып, интерфейстік қабықтың қалыңдауына және тамшының бастапқы өлшемін сақтап қалуға әкеледі. Осы факторлардың үйлесімі биополимер бөлшектерімен тұрақтандырылған эмульсияларда тамшы өлшемдерінің кең диапазонда сақталуын, олардың коалесценцияға төзімді болуын және интерфейстік қабаттың күрделі, көпқабатты табиғатын түсіндіреді. Бұл құбылыстар биополимерлердің Қатты бөлшектермен тұрақтандыру механизміндегі өзіндік ерекшелігін және олардың ауыр мұнай жүйелеріне бейімделген табиғи стабилизатор ретіндегі әлеуетін айқындайды. Бұл ерекшеліктер ауыр мұнай эмульсияларының табиғатына сай келеді. Өзбекстанның ауыр мұнайларындағы асфальтендер Pickering-эффектінің табиғи аналогы қызметін атқарады, сондықтан биополимер бөлшектерінің олардың орнын алмастыру қабілеті құрылымдық масштабта өзгеше сипатқа ие болады. Зерттеудің практикалық маңызы мұнай дайындау және тасымалдау процестерінде айқын көрінеді. Биополимерлердің көмегімен алынған эмульсиялар фазалық бөлінуге 2-3 есе баяу ұшырады, ал тұтқырлықтың артуы (20-35%) мұнай ағынының реологиялық профилін тұрақты етті. Бұл мұнайдың құбыр бойымен тасымалдануындағы гидродинамиканы оңтайландыруға мүмкіндік береді. Сонымен бірге биополимерлердің толық биодеградацияланатындығы олардың өндірістік ағындарға енгізілгеннен кейін қоршаған ортаға зиян келтірмейтінін көрсетеді. Бұл IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 24 аспект «жасыл химия» талаптарына толық сәйкес келеді және синтетикалық ПАВ-тармен салыстырғанда қоршаған ортаға түсетін химиялық жүктемені 50-70% төмендетеді. Зерттеу шектеулеріне тоқталсақ, биополимер бөлшектерінің температураға сезімталдығы аса маңызды фактор болып табылады. 60 °C жоғары температурада гидратацияланған қабаттың жұқаруы олардың интерфейстік адсорбция тұрақтылығын төмендетуі мүмкін. Сонымен қатар жоғары тұздылық жағдайында (әсіресе NaCl концентрациясы >0.3-0.5 M) электростатикалық тосқауыл әлсірейді және ζ-потенциалдың абсолюттік мәндері төмендейді, бұл эмульсия тұрақтылығын төмендетуі мүмкін. Өндірістік масштабтағы технологиялық процестерде реактор көлемінің артуы, кептіру тәсілдері және бөлшектердің біркелкілігі қосымша инженерлік шешімдерді талап етеді. Болашақ зерттеу бағыттары биополимер бөлшектерінің гидрофобты домендерін дәл бақылауға, тұзға төзімді функционалды топтар енгізуге, температураға тұрақты гибридті бөлшектер әзірлеуге және нақты өндірістік мұнай ағындарында (pipeline field tests) ұзақ мерзімді сынақтар жүргізуге бағытталуы мүмкін. Сонымен қатар биополимерлердің асфальтендермен бәсекелес адсорбция механизмін молекулалық динамика әдістерімен зерттеу олардың мұнай эмульсияларын тұрақтандыру немесе дестабилизациялау қасиетін тереңірек түсінуге жол ашады. Жалпы алғанда, алынған нәтижелер табиғи биополимерлердің мұнай эмульсияларындағы интерфейстік қабатты тиімді басқаруға қабілетті екенін, олардың құрылымдық қасиеттері теориялық модельдермен үйлесетінін және экологиялық таза альтернативалық реагенттер жасауға мүмкіндік беретінін дәлелдеді. Қорытынды Бұл зерттеу биологиялық ыдырайтын полимерлерді алу технологиясын әзірлеу арқылы мұнай эмульсияларының тұрақтылығын басқаруға арналған жаңа, экологиялық қауіпсіз тәсілді ұсынды. Зерттеу мақсаты мен міндеттері толық орындалды: табиғи полисахаридтерден алынған биополимерлердің құрылымы, физика-химиялық қасиеттері, интерфейстердегі адсорбциялау қабілеті және олардың мұнай-су жүйелеріндегі тұрақтандыру әсері жан-жақты талданды. Әзірленген технологияның тиімділігі полисахаридтерді мақсатты гидролиз және химиялық модификациялау арқылы бөлшектік Қатты бөлшектерге негізделген тұрақтандырғыштарға айналдыруға мүмкіндік бергенімен дәлелденді. Гидролиз, карбоксилдеу және сульфаттау процестері нәтижесінде алынған биополимерлердің негізгі параметрлері - бөлшек өлшемдері (120-480 нм), гидратацияланған радиусы (180-560 нм), ζ-потенциал мәндері (-22…-37 мВ), жанасу бұрышы (85-92°) олардың интерфейсте тұрақты қабат түзетінін көрсетті. Бұл көрсеткіштер Қатты бөлшектермен тұрақтандыру теориясының негізгі талаптарына дәл сәйкес келеді және алынған бөлшектердің интерфейске қуатты адсорбцияланатынын дәлелдейді. Пайдаланылған әдістердің нәтижелілігі Methods бөліміндегі параметрлердің Results және Discussion бөлімдерінде алынған эмульсиялық тұрақтылықпен логикалық байланысты екенін көрсетті: бөлшектердің теріс заряды мен гидрофобтанған табиғаты интерфейске бекіну энергиясын арттырды, ал гидратация қабатының серпімділігі тамшы бетінің механикалық беріктігін күшейтті. Мұнай эмульсияларын тұрақтандыру бойынша алынған нәтижелер биополимер бөлшектерінің ауыр мұнай құрамындағы шайырлы-асфальтенді қабықшаны ішінара алмастыра алатынын көрсетті. Зерттеу барысында 0.5 wt% концентрацияда алынған эмульсияларда тамшы өлшемінің 10-120 μm арасында сақталуы, 60 күн бойы коалесценцияның болмауы және тұтқырлықтың 20-35% артуы биополимер тұрақтандырғыштардың практикалық әлеуетін дәлелдейді. Бұл көрсеткіштер Results бөлімінде алынған нақты деректерге сәйкес келеді және оларды дәстүрлі стабилизаторлармен салыстыру (PGPR, GDL-casein, силика бөлшектері) биополимерлердің бәсекеге қабілеттілігін нақты көрсетті. PGPR қолданылған жүйелермен салыстырғанда биополимерлер коалесценцияны бәсеңдетуде ұзағырақ әсер берді; силика бөлшектерімен салыстырғанда олардың гидратацияланған қабаты интерфейстік қабаттың серпімділігін арттырып, бөлшектің интерфейстен ажырауын энергетикалық тұрғыдан тиімсіз етті. Бұл зерттеудің маңызды ғылыми тұжырымдарының бірі биополимер бөлшектерінің Қатты бөлшектермен тұрақтандыру механизмін толық орындай алатыны. Қатты бөлшектермен тұрақтандырылатынэмульсиялары теориясы бөлшек интерфейсте неғұрлым берік бекінген сайын жүйе соғұрлым ұзақ мерзім тұрақты болатынын көрсетеді; мұнда адсорбция энергиясы жанасу бұрышына, бөлшек өлшеміне және беттік керілуге тәуелді. IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 31 Although the difference between the two groups’ post-test scores was not statistically significant, the experimental group demonstrated clear practical advantages. These results can be explained through several cognitive and motivational mechanisms that have been widely described in chemistry education research. Specifically, students in the experimental group learned actively, a practice that has been found to promote richer conceptual understanding. In the lab section on Qualitative Analysis of Cations, students physically handled materials, mixed reagents, observed precipitate formation, and interpreted color changes. These processes involve ongoing decision-making and instant application of chemical principles. Experiential learning in this manner reinforces memory consolidation more effectively than passive instruction, as students form stronger mental links between theory and observation. Second, in laboratory experiences, multimodal learning integrates visual, kinesthetic, and analytical learning. For instance, observing the formation of characteristic colors (such as the blue complex of Cu²⁺ with ammonia) gives a rich sensory base that students can use to encode and recall chemical behaviour. This multisensory use is particularly crucial in qualitative analysis, where color, solubility, and precipitate formation serve as primary diagnostic features. Students who practiced in the laboratory provided hands-on experience interpreting these chemical indicators, which may have caused them to perform better on post-test. Third, laboratory work with hands-on skills promotes greater cognitive engagement and intrinsic motivation. They find qualitative analysis experimentation engaging and fun because they simulate true or genuine scientific inquiry. This emotional involvement not only lowers anxiety but also develops wellestablished self-efficacy—both aspects emphasized in earlier research, such as Kurbanoglu and Akin (2010). In this investigation, the experimental group students were able to interact with reagents and equipment with more confidence, which might have helped students to comprehend and answer the tested questions on the post-test. Finally, laboratory activities help students develop procedural knowledge, which complements theoretical knowledge. Knowing that Fe³⁺ forms a brown precipitate with NaOH is different from seeing the reaction occur, noting the exact shade, and comparing it with other cations. These procedural experiences deepen students’ ability to differentiate similar chemical species and interpret qualitative test results more accurately. The experimental group’s lower score variability suggests that laboratory work helped equalize students’ understanding, providing weaker learners with an opportunity to grasp concepts that may have remained abstract in a lecture-only environment. Although the findings of the research suggest a positive impact of laboratory experiences on students’ understanding of qualitative cation analysis, a number of methodological limitations need to be recognized in order to be comprehensively interpreted. The main limitation is the ceiling effect in both pre-test and post-test scores. Many of the students in both groups scored nearly as high as the maximum possible value of 11, leaving little room for measurable improvement. When the assessment scale is narrow and the participants exhibit high baseline performance, even meaningful conceptual gains may not translate into statistically significant score increases. This pattern is particularly common in studies involving high-achieving cohorts or content that students find relatively accessible. A second constraint would then be concerning the design of the testing tool. While the test exhibited high content validity on expert judgment (M = 18.67 out of 21), the closed-ended question structure may have failed to be sensitive for more refined variation of the student’s qualitative reasoning ability. Qualitative Analysis of Cations requires students to investigate specific phenomena, such as color transitions, solubility behavior, and precipitate formation, which would be more informative to an open-ended response, practical identification task, or performance-based assessment than to a short-answer or multiple-choice test. The duration of the intervention is yet another limitation. The laboratory component was delivered within a one-month period and focused on a single topic. Lab experience can benefit learning instantly, but studies indicate that the most significant learning from laboratory experiences stems from the longterm exposure to experimental techniques, repeated tests and opportunities to connect procedural knowledge with theoretical content. Alternatively, a longer intervention or more laboratory cycles could have led to clearer and more quantifiable results among the two groups. Also, the sample size (n = 34 per group) is sufficient for basic statistical tests, but possibly does not have the statistical power to detect small-to-medium effects. Since the modest effect size implied by the descriptive results is small, a larger sample would be appropriate for enhancing the probability of identifying statistically significant differences in learning outcomes. In future research, scaling the study to include additional cohorts or multiple academic years could yield more robust and generalizable findings. IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 32 Finally, the laboratory topic itself possibly had an effect on the outcomes. Qualitative cation analysis consists of highly visual and memorable reactions (e.g., the blue complex of Cu²⁺ or the brown precipitate of Fe³⁺), which the students may recall better irrespective of the instructional modality. This inherent “memorability” of the content may lessen the contrast between practical and theoretical instruction. More abstract or conceptually demanding topics (e.g., chemical equilibrium, titration curves, or spectroscopy) could potentially lead to bigger, more detectable differences between hands-on and theory-only approaches. Conclusion This research examined the effect of hands-on laboratory work on the learning outcomes of university students in Analytical Chemistry, focusing on Qualitative Analysis of Cations. While no statistically significant improvement occurred in the experimental group compared to the control, there was a clear positive tendency in favor of laboratory participation. Practical experimenters showed only slightly higher and more consistent post-test performance, indicating that laboratory work promotes uniformity in understanding and application of theory. These results underscore the educational importance of experiential pedagogy. As a result of observing precipitate formation, color changes, and solubility behavior in situ, the experimental group students could make the connections between theory and practical chemical phenomena. Although the measured gains are modest (due in part to ceiling effects, short duration of intervention, and narrow assessment scale), the consistency of improvement suggests practical laboratory tasks are meaningfully adding to students’ understanding. In conclusion, the findings justify that experimental activities in the laboratory are a continuing part of the chemistry curriculum and should be maintained in higher education. This work may be extended by adding longer laboratory sequences, using more sensitive assessment formats, or comparing laboratory environments (both physical and virtual) in future research. Such analyses may provide greater understanding of how learning in a laboratory impacts students’ conceptual understanding, scientific reasoning, and engagement with the discipline. References 1. Bretz, S. L. (2019). Evidence for the importance of laboratory courses. Journal of Chemical Education, 96(2), 193-195. 2. Kennepohl, D. (2021). Laboratory activities to support online chemistry courses: A literature review. Canadian Journal of Chemistry, 99(11), 851-859. 3. Kurbanoglu, N., & Akin, A. (2010). The relationships between university students' chemistry laboratory anxiety, attitudes, and self-efficacy beliefs. Australian Journal of Teacher Education (Online), 35(8), 48-59. 4. Love, O., Heying, M., Steed, P. R., & Wasileski, S. A. (2024). Development and Implementation of a Research-Preparative General Chemistry Laboratory Course: Chemistry of Beverages. Journal of Chemical Education, 101(7), 2757-2764. 5. Van Wyk, A. L., Bhinu, A., Frederick, K. A., Lieberman, M., & Cole, R. S. (2025). Bridging the Science Practices Gap: Analyzing Laboratory Materials for Their Opportunities for Engagement in Science Practices. Journal of Chemical Education, 102(3), 970-983. IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 33 The design and synthesis of various molecular objects using vicinal tricarbonyl compounds is a promising area of research in organic and medicinal chemistry [1]. Among other tricarbonyls, ninhydrin occupies a special position due to its low cost, availability, and high reactivity. The presence of three consecutive electron-withdrawing carbonyl groups linked to the benzene ring makes this molecule structurally very interesting, as a result, interest in its use in multicomponent reactions to create complex polycyclic systems is growing. Some of the synthesized compounds exhibit high biological activity and possess antitumor, anti-inflammatory, antibacterial, and antiviral activity. Many reactions of ninhydrin have been described [2–4], leading to the production of a wide range of carboand heterocyclic compounds. This review focuses on modern advances in the synthesis of polyheterocyclic compounds based on multicomponent reactions involving ninhydrin, as well as reactions of ninhydrin with 1,3-dicarbonyl compounds, phenols, amines, enamines, N-hydroxyureas, N,N'-dialkylureas, N-alkoxy-N'-arylureas, imidazo[1,5-a]pyridines and other compounds. Multicomponent reactions are an effective tool for constructing complex compounds in which ninhydrin plays the role of a privileged synthon [5]. Such reactions can lead to the formation of heterocycles fused with an indene fragment, spiroindanone-containing N-heterocycles, spiroindenopyrans, indenoquinaxolines, spiroindenoquinoxaline-containing heterocycles, propellanes, and a number of other compounds. [6] Regioand stereoselective 1,3-dipolar cycloaddition of stabilized azomethine ylides formed in situ from ninhydrin and proline was carried out, occurring at the double bond, activated by the nitro group in 3-nitro-2-(trifluoromethyl)- and 3-nitro-2-phenyl-2H-chromenes 1 upon heating in EtOH. This reaction yields high yields of endospiro(chromeno[3,4-a]pyrrolizidine-11,2'-indene)-1',3'-diones 2 (Scheme 1), which are of interest in medicinal chemistry. The formation of regioisomeric adducts does not occur due to the unfavorable dipole-dipole interaction that occurs between the C=O and NO2 groups in the transition state. Fused polycyclic pyrrolines are one of the most important classes of heterocyclic compounds, which are the basis of many drugs, such as pemetrexed, moxifloxacin and zopiclone, which exhibit antitumor, antibacterial or analgesic activity [7]. Indanones exhibit antitumor, antihypertensive, antiallergic properties, etc. Polyhydroxylated indenopyrrols act as powerful glycosidase inhibitors, DNA intercalators, and are estrogenic agents [8]. A convenient one-pot synthesis of new polysubstituted 2-arylaminodihydroxyindenopyrrole derivatives 4 was reported via a three-component reaction of ninhydrin, N-methyl-1-(methylthio)-2-nitroethenamine (3) and aromatic amines (Scheme 2), and a probable reaction mechanism involving the formation of intermediates A–C was proposed [9]. NEW APPLICATIONS OF NINHYDRIN IN THE SYNTHESIS OF POLYHETEROCYCLIC COMPOUNDS Kasamanli H.Khayala Namazova O.Leyli Taghili N.Ilaha Vugara S.Aliyeva Ganja State University Hasanova N.Fidan Azerbaijan Technological University Abstract This review demonstrates new applications of ninhydrin as a versatile reagent in organic synthesis for constructing a wide range of polycyclic compounds with benzofuran, pyrroline, pyrrole, imidazole, pyrimidine, propellane, and other moieties. Keywords: ninhydrin, multicomponent reactions, ninhydrin adducts with phenols, amines, enamines, N-hydroxyureas, N,N'-dialkylureas, N-alkoxy-N'-arylureas, imidazo[1,5-a]pyridines. IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 34 Scheme 1. This process is characterized by mild reaction conditions, the use of readily available reagents, the absence of catalysts, short reaction times, and good yields. It was possible to develop [10] a convenient and efficient method for the synthesis of new indeno[1,2-b]- furan-3-carboxamides 6 and indeno[1,2b]pyrrole-3-carboxamide 8 from readily available starting materials. Both one-pot processes are carried out under neutral conditions in the absence of catalysts and lead to the formation of indeno[1,2-b]furan 6 and indeno[1,2-b]pyrrole 8, respectively. A probable reaction mechanism has been proposed (Scheme 3). Scheme 2. The first step begins with the nucleophilic addition of the amino group to 4-methylidenoxetane-2one (5), followed by ring opening and hydrogen transfer to form oxobutanamide D, which is in equilibrium with enol E, which attacks the carbonyl group in ninhydrin to form intermediate F, which in turn undergoes tautomerization to compound G, which heterocyclizes to indeno[1,2-b]furan 6, which in turn undergoes tautomerization to compound G, which heterocyclizes to indeno[1,2-b]furan 6. The first step in the synthesis of indeno[1,2-b]pyrrole-3-carboxamides 8 is the nucleophilic addition of the amine to 4-methylidenoxetan-2-one (5) followed by ring opening and proton transfer to form oxobutanamide D minone H, which reacts with ninhydrin to form intermediate I, which cyclizes to indeno[1,2-b]pyrrole 8. A threecomponent reaction of ninhydrin, 2-hydroxy-1,4-naphthoquinone, and heteroaromatic amines in the absence of solvent and catalyst upon heating for 10–60 min at 75°C leads to the production of 1,3-dioxo2,3-dihydro-1H-inden-2-yl)naphthalene-1,4-diones derivatives 9a–j in 80–87% yield (Scheme 4) [11]. A probable mechanism for the formation of compounds 10a–g was proposed using pyrrole 10a as an example. IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 35 Scheme 3. Scheme 4 Enaminone J, formed from pentane-2,4-dione and methylamine, attacks ninhydrin as a nucleophile to form intermediate K, which, after elimination of water, is converted to intermediate L. The reaction of intermediate L with PPh3 yields zwitterion M, from which elimination of triphenylphosphine oxide leads to the formation of product 14a . Scheme 5. A one-pot reaction between primary amines, 1,1-bis(methylthio)-2-nitroethene, ninhydrin, and barbituric acid as an enolizable C–H-activated compound has been reported, providing a simple method for the preparation of 5-[2-(alkylamino)-1,3-dioxo-2,3-dihydro-1H-inden-2-yl]-6-hydroxypyrimidine-2,4- (1H,3H)-dione (11). The formation of product 11 possibly occurs according. Intermediate N can deprotonate the acidic hydrogen of barbituric acid to form a stable enolate and intermediate O, the reaction between which leads to intermediate P, and subsequent elimination of CH3SH leads to intermediate Q. IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 36 Scheme 6. This review demonstrates the importance of ninhydrin as a versatile reagent in organic synthesis, as it provides access to complex cyclic systems in reactions with commercially available starting materials under mild conditions. Various types of ninhydrin adducts have been employed to create diverse organic skeletons, including N-substituted compounds, spiroheterocycles, polycyclic compounds, propellanes, cycloadducts, and others. Several examples of stereoselective/asymmetric synthesis have also been demonstrated. References 1. Ijaj F., Shafqat S.S., Ahamd H.A., Munawar M.A., Khan M.A. J. Heterocycl. Chem. 2019, 56, 1231– 1238. doi 10.1002/jhet.3506 2. Sahu K., Banerjee M., Ghosh S., Maity A., Mondal S., Paira R., Hazra A., Karmakar S., Samanta A., Mondal N. Med. Chem. Res. 2013, 22, 2023–2037. doi 10.1007/s00044-012-0202-z 3. Li X., Yang L., Peng C., Xie X., Leng H.-J., Wang B., Tang Z.-W., He G., Ouyang L., Huang W., Han B. Chem. Commun. 2013, 49, 8692–8694. doi 10.1039/ c3cc44004 4. Yao W., Liu Q., Shi Y., Tang J. Heterocycles. 2012, 85, 1077–1088. doi 10.3987/COM-12-12427 5. Das S. RSC Adv. 2020, 10, 18875–18906. doi 10.1039/ d0ra02930k 6. Коротаев В., Кутяшев И., Барков А., Сосновских В. ХГС. 2017, 53, 1192–1198. [Korotaev V., Kutyashev I., Barkov A., Sosnovskikh V. Chem. Heterocycl. Compd. 2017, 53, 1192–1198.] doi 10.1007/s10593-018-21932 7. Su T.L., Lee T.C., Kakadiya R. Eur. J. Med. Chem. 2013, 69, 609–621. doi 10.1016/j.ejmech.2013.09.016 8. Kashyap M., Das D., Preet R., Mohapatra P., Satapathy S.R., Siddharth S., Kundu C.N., Guchhait S.K. Bioorg. Med. Chem. Lett. 2012, 22, 2474–2479. doi 10.1016/j.bmcl.2012.02.007 9. Rahimi F., Hosseini H., Bayat M. Tetrahedron Lett. 2018, 59, 818–822. doi 10.1016/j.tetlet.2018.01.050 10. Rezvanian A., Moradi F., Zadsirjan V., Mohammadnejad M., Heravi M.M. Mol. Divers. 2020, 24, 1313– 1325. doi 10.1007/s11030-019-09996-7 11. Olyaei A., Taheri N., Sadeghpour M. Res. Chem. Intermed. 2021, 47, 1211–1219 doi 10.1007/s11164020-04325-2 IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 37 Economic sciences 1. Introduction Kazakhstan’s economic landscape is characterized by uneven demographic and labor distribution. Southern regions such as Turkestan, Almaty, and Zhambyl experience rapid population growth and limited employment opportunities, while northern and eastern regions face labor shortages despite having more industrial production. The Serpin Program (“Мәңгілік Ел жастары — индустрияға!”, later “Серпін–2050”) was created to respond to these disparities. By offering state-funded educational opportunities in northern regions to youth from the south, the program aims to encourage internal mobility, balance human capital distribution, and supply qualified specialists to regions where they are most needed. This research paper focuses on the economic rationale and outcomes of this policy. 2. Economic Rationale of the Program The Serpin Program was designed primarily as a response to structural labor market imbalances, where southern regions have a surplus of young job seekers and northern regions have difficulty attracting qualified personnel. By directing educational opportunities toward students from labor-surplus regions, the state promotes a more efficient allocation of human resources. The program also contributes to human capital development. Education is an investment with long-term productivity returns, and improving the skills of young people expands the capacity of regional economies to innovate and remain competitive. Additionally, the movement of students to new regions stimulates local economies through increased consumption, greater demand for services, and enhanced activity around universities, which serve as economic anchors. 3. Key Economic Mechanisms The primary economic mechanism of Serpin rests on targeted allocation of state educational grants to universities and colleges located in northern and eastern regions. These grants operate as fiscal tools that both support regional higher education institutions and encourage population redistribution. Students who enroll through Serpin receive financial assistance in the form of scholarships, dormitory access, and subsidized living conditions. This reduces economic barriers and increases the likelihood that young people from disadvantaged or crowded labor markets will pursue education. Another mechanism involves the redistribution of the workforce. By completing their studies in labor-poor regions, graduates are expected to remain and contribute to local economies, strengthening industrial and service sectors. The presence of students also stimulates the housing market, retail trade, transport services, and small businesses, creating broader regional economic effects. 4. Economic Impact Assessment 4.1 Positive Economic Effects The program has supported industrial development by helping to supply regions such as Karagandy, East Kazakhstan, and Kostanay with specialists in priority sectors including engineering, IT, agriculture, and manufacturing. This reduces recruitment shortages and supports long-term productivity growth. Serpin also plays a role in reducing youth unemployment. In southern regions where competition for jobs is high, participation in the program provides access to education that would otherwise be financially inaccessible. In turn, universities benefit from additional funding, increased enrollment, and upgraded academic infrastructure. ECONOMIC ASPECTS OF THE “SERPIN–2050” PROGRAM: AN ANALYTICAL RESEARCH PAPER Toleuov Adilbek Abstract The “Serpin–2050” program is a state initiative aimed at reducing regional socio-economic disparities, addressing youth unemployment, and strengthening labor-deficit regions of Kazakhstan. This paper provides an economic analysis of the program, examining its underlying logic, mechanisms of implementation, long-term effects, and existing challenges. The focus is placed on its influence on labor market dynamics, regional economic development, human capital formation, and public expenditure efficiency. IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 38 Local economies of host regions experience further positive spillovers. The presence of hundreds or thousands of students increases demand for rental housing, food services, transportation, and consumer goods, creating substantial microeconomic stimulation. 4.2 Limitations and Challenges Despite its ambitions, the program faces structural obstacles. One of the most significant issues is the low rate of retention after graduation. Many students return to their home regions, weakening the intended effect of long-term workforce redistribution. This undermines the economic efficiency of state investment. Another limitation is the mismatch between training programs and actual labor market needs. In some cases, students graduate with qualifications not directly aligned with local employer demand, leading to underemployment or reduced productivity outcomes. The program also requires substantial fiscal resources, including scholarships, accommodation, and university infrastructure. The economic efficiency of these investments depends heavily on whether graduates ultimately remain in the region and contribute to the local economy. Social factors also play a role. Differences in climate, culture, and lifestyle between southern and northern regions complicate the adaptation process for students. Drop-out rates and post-graduation migration patterns reflect these challenges. Moreover, weak cooperation between universities and employers reduces opportunities for practical training, internships, and direct employment pipelines. 5. Economic Recommendations To improve the program’s effectiveness, it is important to strengthen incentives for graduates to stay in the regions where they study. This may include housing subsidies, guaranteed job placements, or wage bonuses for those who remain in the region for several years after graduation. Greater collaboration between employers and universities is key. Creating dual-education systems, company-based internships, and employer-funded scholarships would align training more closely with labor market needs. Enhancing regional infrastructure and living conditions could increase the willingness of young professionals to settle in northern and eastern regions. Meanwhile, grant allocation should be based on quantitative labor market forecasting to ensure that training programs match actual economic demand. Finally, there is a need for a comprehensive monitoring and evaluation framework that tracks employment outcomes, employer satisfaction, and the overall cost-effectiveness of state spending. 6. Conclusion The Serpin–2050 program is an innovative approach to addressing Kazakhstan’s demographic and economic challenges. Its economic contribution lies in its ability to enhance human capital, stimulate regional economies, and support industrial development. While the program has achieved meaningful results, its long-term success will depend on improvements in labor market integration, regional policy coordination, and retention strategies. If effectively restructured, Serpin has the potential to become one of Kazakhstan’s most impactful tools for sustainable regional growth and labor market modernization. IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 39 The era of artificial intelligence is fundamentally transforming the educational landscape. In the past, the teacher served as the primary—and often the only—source of knowledge. Today, however, this function is increasingly carried out by algorithms capable of instantly providing necessary information, organizing it, and adapting it to specific requests. Under these circumstances, rethinking the role of the educator becomes especially important: it is shifting from a simple knowledge carrier to a mentor, tutor, and moderator of the educational process [1,2]. NEW ROLE OF THE TEACHER IN THE AGE OF AI: FROM KNOWLEDGE TRANSMITTER TO TUTOR AND MODERATOR Musabekova A.O. Duisen A.E. Karagandy National Research University named after academician E.A. Buketov, Karagandy Abstract The accelerating development of artificial intelligence (AI) is fundamentally reshaping the philosophy, structure, and practice of modern education. For centuries, the teacher functioned as the primary and often sole source of knowledge, controlling access to information and serving as the central authority in the learning process. However, with the emergence of large language models, adaptive platforms, learning analytics, and intelligent search systems, this traditional model is undergoing a profound transformation. Information has become universally accessible, personalized, and instantly retrievable, diminishing the relevance of the teacher’s role as a mere transmitter of knowledge. This shift requires a conceptual rethinking of pedagogical roles, professional responsibilities, and approaches to teaching and learning. The article argues that artificial intelligence does not eliminate the need for teachers but instead changes the nature of their professional activity. AI automates routine and informational tasks—such as searching for data, presenting theoretical material, or checking assignments— while emphasizing uniquely human competencies. As a result, the educator evolves into a mentor, tutor, moderator, and designer of educational experiences. Three interconnected professional roles are examined in detail. First, the teacher as mentor and tutor supports personalized learning pathways, interprets learning analytics, provides emotional and motivational guidance, and helps students set goals and overcome individual difficulties. Second, the teacher as moderator and facilitator organizes discussions, guides collaborative learning, cultivates dialogue, and develops communication, argumentation, and teamwork skills—dimensions AI cannot effectively replicate. Third, the teacher as learning experience designer integrates digital tools purposefully, creates meaningful learning environments, connects knowledge across disciplines, and ensures that technology enhances rather than replaces understanding. Despite the potential of AI-assisted pedagogy, the article highlights several barriers to educational transformation. These include psychological resistance, institutional inertia, insufficient digital competence among educators, unequal access to technological infrastructure, and limited technical support. The authors argue that successful implementation of AI in education requires systemic professional development, organizational readiness, investment in technological resources, and a cultural shift toward innovation, collaboration, and lifelong learning. The study concludes that the future of education lies not in opposition between humans and machines but in their productive collaboration. Artificial intelligence becomes a supportive instrument—processing information, optimizing learning, and expanding access—while the teacher remains the central figure responsible for meaning-making, ethical judgment, emotional connection, value formation, and human development. Thus, the educator’s mission in the age of AI becomes more significant rather than obsolete, reaffirming the irreplaceable human dimension of teaching. Keywords: Artificial intelligence in education, Teacher role transformatio, Digital pedagogy, Personalized learning, Tutor–moderator model, Educational technologies, Student-centered approach, Professional teacher competencies IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 40 The crisis of the traditional teacher’s role: why the concept of a “knowledge transmitter” is no longer relevant. The educational landscape today is undergoing changes at an unprecedented speed. The emergence of language models such as ChatGPT represents not just a new technology but a significant shift in approaches to learning and interacting with information. Artificial intelligence has become both a source of knowledge and a mentor: it can explain any topic in detail, clarify complex terms using simple language, propose various interpretations of the same idea, and even fact-check information, helping students avoid lengthy searches [3]. Information is no longer a privilege of a narrow circle of specialists. What once required reading many books and consulting with professors is now available in digital format, accessible in one click, and thoroughly indexed by search engines. The textbook has ceased to be an inaccessible artifact— it is always within reach, stored on a smartphone, presented in a convenient and dynamic form. Thus, a certain challenge arises for educators. If the learning process is limited to retelling material and reproducing facts, such work can easily be automated [3]. Modern technologies can perform this task faster and often with higher quality. As a result, the value of the “traditional” teaching approach is significantly reduced. However, at the same time, the importance of mentorship, motivation, developing critical thinking, and supporting students in applying acquired knowledge in practice increases. In other words, artificial intelligence does not eliminate the teacher but forces them to evolve. From a knowledge bearer, the teacher becomes a guide who helps students navigate the information world, select what is truly valuable, and develop skills relevant to the 21st century. [4]. Figure 1 — The role of artificial intelligence in performing teachers’ tasks [8] Three key new roles of the modern educator 1. Mentor & Tutor In recent years, we have observed the active implementation of artificial intelligence in educational processes. Platforms with Learning Analytics functions collect and analyze extensive data on students’ learning: how much time they spend completing assignments, which errors they make, and which topics they struggle with. Based on this information, AI provides teachers with an objective overview of student progress and identifies areas of difficulty [7]. However, it is important to understand that personalized learning does not imply excluding the teacher from the process. On the contrary, equipped with analytical data, the educator can help students develop an individualized learning trajectory. They can indicate which aspects need improvement, what direction to move next, and which skills will be relevant in the future. A machine merely records facts, whereas a human transforms them into a conscious development strategy [2]. There is another sphere in which artificial intelligence cannot replace humans — motivation and emotional support. An algorithm cannot recognize that a student may be dealing with family issues, losing confidence, or simply losing interest in the subject. No chatbot can inspire, encourage, or ignite curiosity. This task belongs to teachers. A timely spoken word or personal example can change not only the learning process but a young person’s entire life path [5]. Furthermore, interpersonal communication skills are essential. We live in an era when critical thinking, creativity, negotiation, and teamwork are valued no less than professional knowledge. In developing these competencies, the teacher acts as a coach, mentor, and partner. Artificial intelligence may offer tests and simulate dialogues, but real communication and collaboration arise only through genuine human interaction. IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 47 hesabatlarını IFRS-ə uyğun hazırlamağa başlamışdır. Bu, onların beynəlxalq bazarlarda investisiya çəkmək qabiliyyətini artırmışdır. 3. Elektron mühasibat uçotunun tətbiqi Elektron mühasibat uçotu sistemləri, vergi hesabatlarının təqdim edilməsi və maliyyə əməliyyatlarının izlənməsi prosesini sadələşdirmişdir. Mühasibat proqramları və onlayn sistemlərin tətbiqi, mühasibat əməliyyatlarını sürətləndirib və səhv etmə ehtimalını azaltmışdır. 2016-cı ildən etibarən, Azərbaycan Vergi Xidməti "Elektron Hökumət" platforması vasitəsilə vergi ödəyicilərinə vergi hesabatlarını onlayn təqdim etməyə imkan yaratmışdır. Bu sistem vergi ödəyicilərinin vaxtını optimallaşdırmış və vergi idarəsinin şəffaflığını artırmışdır. 4. Mühasibat uçotu üzrə təhsil və peşəkar inkişaf Mühasibat uçotu sahəsində peşəkar kadrların yetişdirilməsi məqsədilə ali təhsil müəssisələrində təhsil proqramları beynəlxalq standartlara uyğunlaşdırılıb. Məsələn, Bakı Biznes Universiteti və Azərbaycan Dövlət İqtisad Universitetində mühasibat uçotu üzrə beynəlxalq akkreditasiya almış tədris proqramları tətbiq edilməyə başlanmışdır. Eyni zamanda, mühasiblər üçün ACCA (Association of Chartered Certified Accountants) və DipIFR (Diploma in International Financial Reporting) kimi beynəlxalq sertifikatlaşdırma proqramları təşkil olunaraq, onların bilik və bacarıqları artırılıb. Bu, mühasiblərin beynəlxalq bazarlarda daha çox rəqabət qabiliyyətinə malik olmalarına şərait yaratmışdır. İslahatların iqtisadiyyata təsiri 1.İqtisadi şəffaflıq və dayanıqlılıqMühasibat uçotu sahəsində həyata keçirilən islahatlar, iqtisadiyyatın şəffaflığını və etibarlılığını artırmışdır. Dövlət tərəfindən tətbiq edilən yeni mühasibat uçotu qanunvericiliyi və beynəlxalq standartların tətbiqi, müəssisələrin maliyyə vəziyyətini dəqiq şəkildə əks etdirməyə kömək etmişdir. Bu isə iqtisadiyyatın dayanıqlılığını təmin etmiş, potensial maliyyə böhranlarının qarşısını almağa kömək olmuşdur. Şəffaf mühasibat uçotu sistemi, ölkənin maliyyə bazarlarında daha səmərəli və düzgün maliyyə hesabatlarının təqdim edilməsini təmin edir, bu da iqtisadi sabitliyi artırır. 2.Yerli və xarici investisiyaların cəlbi - Mühasibat uçotu islahatları, ölkənin investisiya mühitinin təkmilləşməsinə və xarici investorlar üçün daha cəlbedici olmasına şərait yaratmışdır. İnvestorlar, ölkə iqtisadiyyatının şəffaf və düzgün idarə edilməsini tələb edirlər, və mühasibat uçotu sahəsindəki islahatlar da bu tələbləri qarşılayır. Beynəlxalq maliyyə hesabatı standartlarının tətbiqi və elektron mühasibat sistemlərinin istifadəyə verilməsi, investorlara dəqiq və etibarlı məlumatlar təqdim edir, bu da onlara daha sağlam investisiya qərarları qəbul etməyə imkan verir. 3.Vergi öhdəliklərinin düzgün icrası - Mühasibat uçotunun düzgün aparılması, vergi öhdəliklərinin yerinə yetirilməsində mühüm rol oynayır. Yeni mühasibat uçotu sistemləri, vergi bəyannamələrinin düzgün tərtib edilməsinə və vergi orqanlarına təqdim olunmasına kömək edir. Elektron sistemlər və onlayn vergi hesabatları, vergi öhdəliklərinin düzgün və vaxtında yerinə yetirilməsini təmin edir, bu isə dövlətin büdcə gəlirlərinin artmasına müsbət təsir göstərir. Mühasibat uçotunun beynəlxalq standartlarla uyğunlaşdırılması 1.Beynəlxalq maliyyə hesabatları standartları (IFRS) - Beynəlxalq Maliyyə Hesabatı Standartlarının (IFRS) Azərbaycan mühasibat uçotuna tətbiqi, maliyyə hesabatlarının beynəlxalq səviyyədə müqayisə edilə bilər olmasına imkan yaradır. IFRS-in tətbiqi, xüsusilə xarici investorlar üçün maliyyə məlumatlarının daha etibarlı və şəffaf təqdim olunmasını təmin edir. Mühasibat uçotunun beynəlxalq standartlarla uyğunlaşdırılması, Azərbaycan şirkətlərinin dünya bazarlarında rəqabət qabiliyyətini artırır. 2.Beynəlxalq təcrübə və Azərbaycan - Beynəlxalq təcrübənin öyrənilməsi və onun Azərbaycan mühasibat uçotu sistemində tətbiqi, ölkə iqtisadiyyatının qlobal bazarlara inteqrasiyasını sürətləndirir. Beynəlxalq təcrübələrdən yararlanaraq, Azərbaycan mühasibat uçotunun daha şəffaf və effektiv idarə olunmasına şərait yaradır. Bu, həmçinin mühasiblərin biliklərinin artırılmasına və beynəlxalq səviyyədə təcrübə qazanmalarına kömək edir. Mühasibat uçotu sahəsində qarşıya çıxan çətinliklər 1.Qanunvericilik boşluqları və tətbiq məsələləri - Yeni qanunların tətbiqi zamanı bəzi çətinliklər yaranmışdır. Bəzi qanunlar və normativ aktlar hələ də tam şəkildə həyata keçirilə bilməyib və mühasibat uçotunun praktikada tətbiqi ilə bağlı hüquqi boşluqlar mövcuddur. Bu boşluqlar mühasibat uçotu sisteminin effektivliyini azaldır və tətbiqində qeyri-müəyyənlik yaradır. 2.Peşəkar bilik və bacarıqların çatışmazlığı - Beynəlxalq mühasibat uçotu standartları və müasir texnologiyalar mühasiblərdən yüksək bilik və bacarıq tələb edir. Lakin, mühasiblərin beynəlxalq səviyyədə təhsil və təcrübə ilə təmin olunması sahəsində çatışmazlıqlar mövcuddur. Mühasibat uçotu IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 48 sahəsində peşəkar inkişafın daha da artırılması üçün təhsil proqramlarının və sertifikatlaşdırma proseslərinin genişləndirilməsi vacibdir. 3.Texnoloji çətinliklər - Elektron mühasibat uçotunun tətbiqi zamanı bəzi texnoloji çətinliklər ortaya çıxmışdır. Elektron sistemlərin tətbiqi və mühasibat proqramlarının geniş istifadəsi, bəzi müəssisələr üçün böyük texnoloji və maliyyə resursları tələb edir. Həmçinin, bəzi mühasibat proqramlarının uyğunlaşmaması və texniki dəstəyin məhdud olması, istifadəçilərin qarşılaşdıqları çətinlikləri artırır. Gələcək perspektivlər və inkişaf istiqamətləri 1. Yerli mühasibat uçotu proqramlarının inkişafı: Yerli proqram təminatlarının yaradılması və mühasibat uçotunun avtomatlaşdırılması. 2. Daha dərin beynəlxalq inteqrasiya: Mühasibat uçotunun beynəlxalq standartlarla daha da yaxınlaşması. 3. Davamlı təhsil və peşəkar inkişaf: Mühasiblər üçün davamlı təhsil və sertifikatlaşdırma proqramlarının gücləndirilməsi. Nəticə Nəticədə, mühasibat uçotu sahəsində aparılan islahatlar Azərbaycan iqtisadiyyatının müasir tələblərə cavab verən daha çevik, şəffaf və dayanıqlı bir maliyyə idarəetmə sisteminə sahib olmuşdur. Yerli və xarici investisiyaların cəlb edilməsi, vergi öhdəliklərinin düzgün yerinə yetirilməsi və iqtisadiyyatın şəffaflığına dair görülən işlər ölkənin maliyyə bazarlarının inkişafını sürətləndirmiş, həmçinin sabitlik və inkişaf istiqamətində mühüm töhfələr vermişdir.Azərbaycanın mühasibat uçotu sisteminin beynəlxalq standartlarla uyğunlaşdırılması, ölkənin qlobal maliyyə bazarlarında rəqabət qabiliyyətini artırmış, eyni zamanda maliyyə informasiya mübadiləsini daha səmərəli və etibarlı etmişdir. Həmçinin, mühasibat uçotunun təhsil və peşəkar kadrların inkişafı sahəsindəki islahatlar, mühasibat sahəsindəki peşəkarlığın artırılmasına və sahənin beynəlxalq standartlara uyğun inkişafına kömək etmişdir. İstifadə edilmiş ədəbiyyat siyahısı Azərbaycan dilində 1. Azərbaycan Respublikası Maliyyə Nazirliyi. (2023). Maliyyə Hesabatlarının Beynəlxalq Standartları. http://www.maliyye.gov.az/node/2147 2. Cəfərov, E. O. (2017). “Ehtiyatlar üzrə Kommersiya Təşkilatları üçün 8 №-li Milli Mühasibat Uçotu Standartına uyğun olaraq maliyyə əməliyyatlarının mühasibat uçotunda əks etdirilməsinə dair bəzi məsələlər”. Mühasibat uçotu, audit və iqtisadi təhlil, №4, s. 21–31. 3. Əliyev, M. H. (2018). Mühasibat uçotu prinsipləri və onların tətbiqi məsələləri. Bakı: ADİU Nəşriyyatı. 4. Əhmədov, N. R. (2019). Mühasibat uçotunda beynəlxalq standartların tətbiqi problemləri. Bakı: Elm və Təhsil. 5. Hüseynov, R. Ə. (2020). Maliyyə hesabatlarının təhlili və qiymətləndirilməsi. Bakı: İqtisad Universiteti. 6. Azərbaycan Respublikasının “Mühasibat uçotu haqqında” Qanunu. (2004, 29 iyun). №716-IIQ. 7. Abbasov, V. M. (2021). “Mühasibat uçotunun milli və beynəlxalq standartlarının müqayisəli təhlili”. Maliyyə və Mühasibatlıq, №2, s. 15–25. 8. Qasımov, T. F. (2016). Kommersiya təşkilatlarında ehtiyatların uçotu və analizi. Bakı: Qanun. 9. Rəhimli, F. K. (2022). Müasir şəraitdə uçot siyasətinin formalaşdırılması problemləri. Bakı: Təfəkkür. İngilis dilində 10. President of the Republic of Azerbaijan. (2023). Decree No. 2405 dated December 16, 2023. Collection of Legislation of the Republic of Azerbaijan, No. 12, Book I, Article 1666. 11. Economic Research and Training Center. (2012). Introduction to International Accounting and Reporting (based on GAAP and IFRS) (2nd ed.). Baku. 12. IFRS Foundation. (2022). International Accounting Standard (IAS) 2: Inventories. London. 13. Horngren, C. T., Harrison, W. T., & Oliver, M. S. (2021). Accounting Principles (13th ed.). Pearson Education. 14. Weygandt, J. J., Kimmel, P. D., & Kieso, D. E. (2020). Financial Accounting: IFRS Edition (4th ed.). Wiley. 15. Alexander, D., & Britton, A. (2019). Financial Reporting (9th ed.). Cengage Learning. IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 49 16. Nobes, C., & Parker, R. (2021). Comparative International Accounting (14th ed.). Pearson Education. Türk dilində 17. Muhasebe alanında yeni gerçekler, yeni gereksinimler. (2018). Bakü. 18. Azerbaycan Cumhuriyeti. (2004). Muhasebe Kanunu. Bakü. 19. Sevilengül, O. (2022). Genel Muhasebe (17. Baskı). Ankara: Gazi Kitabevi. 20. Akdoğan, N., & Sevilengül, O. (2020). Finansal Muhasebe. Ankara: Gazi Kitabevi. 21. Büyükmirza, K. (2021). Maliyet Muhasebesi. Ankara: Gazi Kitabevi. 22. Çankaya, F. (2019). Uluslararası Finansal Raporlama Standartları (UFRS). İstanbul: Beta Yayınları. Rus dilində 23. Джафаров, Э. О., Сабзалиев, С. М., & Сулейманов, С. М. (2010). Учебно-методическое пособие по национальным стандартам бухгалтерского учета для коммерческих организаций. Баку: Просвещение. 24. Ковалев, В. В. (2021). Финансовый анализ: методы и процедуры. Москва: Финансы и Статистика. 25. Палий, В. Ф. (2020). Бухгалтерский учет в соответствии с МСФО. Москва: Юрайт. 26. Центральный банк Азербайджанской Республики. (2023). Годовой отчет. @https://www.cbar.az 27.Запасы (бухгалтерский учет). (2024). Википедия, свободная энциклопедия. @https://en.wikipedia.org/wiki/Inventory_(accounting) 28.МСФО (IFRS). (2024). Wikipedia. @https://ru.wikipedia.org/wiki/МСФО IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 50 У сучасних умовах розвитку аграрного сектору ефективне управління агрологістичними процесами є ключовим чинником підвищення конкурентоспроможності виробничих підприємств. Попри наявність значної кількості інструментів і підходів до організації логістичних операцій, багато українських підприємств стикаються з проблемами раціонального використання ресурсів, оптимізації потокових процесів та забезпечення стабільності постачання. Тому удосконалення системи управління агрологістики набуває особливої актуальності, зокрема для масштабних виробників. Численні дослідження свідчать, що модернізація логістичної інфраструктури агросектору сприяє [1]: - зниженню витрат на транспортування, зберігання та обробку продукції; - підвищенню ефективності виробництва через оптимізацію товарних потоків; - мінімізації впливу сезонних і ринкових коливань за рахунок точнішого планування та контролю; - підвищенню рівня прозорості та простежуваності ланцюга постачання, що зміцнює довіру споживачів і партнерів. Дослідження демонструють, що підвищення ефективності можливе лише за умови одночасного поліпшення інфраструктурних елементів, систем управління, цифрових сервісів, а також транспортно-складських операцій. Такий підхід дозволяє врахувати як витратну частину (транспортні витрати, витрати на зберігання, логістичне планування та обслуговування інфраструктури), так і вигоди від оптимізації (скорочення простоїв, швидкість доставки, зниження втрат продукції, підвищення рівня сервісу). У фаховій літературі інтермодальні перевезення розглядаються як ключовий інструмент підвищення ефективності логістичних систем, особливо в аграрному секторі, де обсяги та сезонність вантажів потребують високої гнучкості транспортної інфраструктури. Впровадження інтермодальних потягів є одним із найефективніших способів організації довгих транспортних плечей для аграрної продукції з мінімізацією втрат і часу простою. Ряд досліджень, присвячених розвитку логістичних хабів, контейнерних платформ та цифрових систем відстеження, демонструють суттєвий потенціал модернізації агрологістичних ланцюгів через інтермодальні рішення [2]. Практичні аспекти інтермодальних перевезень активно висвітлюються у працях, що аналізують досвід ЄС, США та Китаю. Зокрема, у країнах Європейського Союзу у 2015-2023 рр. широко застосовуються інтермодальні коридори, зокрема TEN-T, що забезпечили скорочення логістичних витрат для аграрних вантажів на 10-15% завдяки інтеграції залізничного та ECONOMIC JUSTIFICATION FOR THE USE OF INTERMODAL TRAINS D.V. Berezhny 1st year master's degree student Faculty of Economics and Management Kyiv National Economic University named after Vadym Hetman, Ukraine Scientific supervisor: A.G. Samoilenko Candidate of Economic Sciences Associate Professor, Department of Business Economics and Entrepreneurship ЕКОНОМІЧНЕ ОБҐРУНТУВАННЯ ВИКОРИСТАННЯ ІНТЕРМОДАЛЬНИХ ПОТЯГІВ Бережний Д.В. здобувач 1 курсу магістерського рівня вищої освіти факультету економіки та управління Київський національний економічний університет імені Вадима Гетьмана, Україна Науковий керівник: Самойленко А.Г. кандидат економічних наук доцент кафедри бізнес-економіки та підприємництва IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 51 автомобільного транспорту. У США упродовж 2010-2020 рр. розвиток високопродуктивних інтермодальних поїздів дозволив підвищити швидкість доставки зернових і олійних культур на 20–25 %, що підтверджує ефективність цієї моделі для масових аграрних вантажів. Китайський досвід 2016-2022 рр. у межах ініціативи «Один пояс – один шлях» продемонстрував значні переваги контейнерних інтермодальних поїздів для транспортування агропродукції на великі відстані зі збереженням якості та мінімізацією логістичних ризиків [3]. Дослідження показало, що впровадження інтермодального потяга для перевезення контейнерної олії ПрАТ «МХП» є економічно доцільним та оперативно реалізованим. Поетапний план дозволяє без капіталовкладень (CAPEX) забезпечити швидкий фінансовий ефект із експорту олії в контейнерах (8-12 тис.т./міс.) та зменшити логістичні витрати на 15–20 %, що становить щомісячну економію від 316 тис. до 601 тис. дол. США та мінімальний річний ефект 3,79 млн дол. США. Скорочення транзитного часу з 16 до 8 днів підвищує оборотність капіталу, оптимізує логістичні маршрути та забезпечує прогнозованість постачання. Завдяки цьому скорочується час між відвантаженням та отриманням оплати, що критично важливо для підтримки фінансової стійкості компанії в умовах сучасної економічної ситуації. Операційний аналіз засвідчив, що впровадження інтермодального потяга забезпечує не лише скорочення витрат, а й зменшує залежність від нестабільності автомобільних логістичних маршрутів. Поєднання залізничного та контейнерного транспорту підвищує прогнозованість логістичних потоків, зменшує ризики затримок на транзитних ділянках та дозволяє суттєво оптимізувати використання персоналу й транспортних ресурсів. Крім економічного ефекту, інтермодальні перевезення мають позитивний екологічний вплив — скорочення кількості автоперевезень зменшує викиди CO₂ та інші операційні навантаження на довкілля. Таким чином, отримані результати свідчать, що впровадження інтермодального потяга є економічно виправданим, технологічно доцільним та стратегічно важливим рішенням для ПрАТ «МХП». Проєкт забезпечує суттєве зниження логістичних витрат, підвищення оборотності капіталу, покращення операційної стійкості та формує підґрунтя для подальшої модернізації логістичної системи компанії. Проведене дослідження підтвердило економічну доцільність упровадження інтермодального потяга для перевезення контейнерної олії ПрАТ «МХП». Визначено, що дана модель дозволяє зменшити логістичні витрати на 15–20 %, забезпечити щомісячну економію від 316 до 601 тис. дол. США та підвищити оборотність капіталу завдяки скороченню транзитного часу з 16 до 8 днів. Інтермодальні перевезення також сприяють підвищенню стабільності ланцюгів постачання та зменшенню екологічного навантаження, що робить їх стратегічно важливим елементом розвитку логістичної системи підприємства. Для успішної реалізації проєкту запропоновано здійснити поетапне впровадження, яке включає підготовку маршрутів, проведення техніко-економічного обґрунтування, укладення договорів з експедиторами та навчання персоналу. Доцільним є також подальше розширення інтермодальної інфраструктури, цифровізація процесів відстеження контейнерних перевезень та інтеграція підприємства у міжнародні логістичні коридори. Реалізація запропонованих заходів забезпечить підвищення ефективності агрологістики ПрАТ «МХП» та зміцнить конкурентні позиції компанії в умовах динамічних змін ринку. Література 1. Lisec A., Lisec K., Obrecht M. Cost and Safety Aspects of Using Electric and Hybrid Vehicles in Local Food Supply Chain. Production engineering archives. Częstochowa, 2019. Vol. 25. Str. 130−139. 2. Мадяр Р. О. Контроль логістичної діяльності на підприємствах в умовах глобалізації. Економіка та держава. 2018. № 12. С. 31-34. URL: http://www.economy.in.ua/pdf/12_2018/8.pdf. (дата звернення: 26.10.2025). 3. PCC [Електронний ресурс] / PCC – Режим доступу до ресурсу: https://www.products.pcc.eu/uk/ (дата звернення: 26.10.2025). IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 52 Historical sciences For a century, our people have been subjected to periodic attacks, murder and plunder by malicious Armenians and have endured unbearable suffering. This sick nation, with its rotten ideology and dreams of expanding its territory by usurping its neighbours' lands to create a 'Great Armenia from sea to sea', has always intended to take advantage of the Turks' mercy and then stab them in the back. Even as humanity advances towards a higher civilisation in the 21st century, these poisonous, chauvinistic thoughts remain in their minds. Moreover, they periodically raise their baseless claims under the guise of 'genocide' and go out of their way to cause a commotion on the international stage, resorting to all kinds of vile and seditious acts in the process. By imposing their slanderous and baseless lies on states and international organisations, they are trying to create confusion and 'justify' the idea that the 'poor' Armenians were subjected to a 'genocide' by the Turks. At a time when serious preparations are being made for the 'genocide' celebrations to be held in Armenia and abroad to mark the 100^(th) anniversary of the alleged 'genocide', it is the responsibility of every researcher to reveal irrefutable historical truths and provide consistent answers to the insidious claims of the Armenians, based on historical facts, documents and the confessions of living witnesses to the events. The efforts of Turkish and Azerbaijani scholars, historians and ethnographers in this area have certainly not gone unnoticed. However, there are many gaps in the southern branch of Azerbaijani history. These gaps were created as a result of the chauvinist and pro-Armenian policies of the regimes in power. Despite the obstacles created, it is gratifying that there has recently been a movement to fill this gap beyond the Araz River. The books of southern authors, their articles in periodicals, and the memoirs of older people who witnessed the events first-hand reveal horrifying facts about the massacres, looting, and violence committed against Turks by birlovs (aysors) who joined the Armenians in southern Azerbaijan. Even Seyid Ahmad Kasravi, who took an unscientific and unfounded position against the national identity and language of our nation in many of his writings, could not deny the historical truth in his book The Eighteen-Year History of Azerbaijan and had to give special attention to the genocide committed by Armenians in the western region of South Azerbaijan in 1918. He revealed several historical truths about the bloody events perpetrated by Armenian murderers. There are twelve cities, large and small, in the western region of South Azerbaijan. These cities are located between Bashchol (Sardasht) in the south and Maku in the north. The area contains more than 1,000 villages and settlements. The largest cities in the region, inhabited by Turks, are Urmia, Khoy, Salmas, Maku and Goshachay. Armenians and Aysors lived here alongside the local population. Until the beginning of the 19th century, the small Christian Armenian community living in this region consisted of only a few families. However, in subsequent years, their number increased to 30,000 people. According THE 1918 MASSACRES İN SOUTHERN AZERBAİJAN Bayramova Ü.B Kazakh brunch of Baku State University Mustafayeva C. Kazakh brunch of Baku State University Şamilova D.İ Kazakh brunch of Baku State University Mehdiyeva H.Ş Kazakh brunch of Baku State University Abstact The article reviewed the massacres committed by Armenians in Southern Azerbaijan and the Urmia incidents, as well as the factors that caused the Jilovlug tragedy. At the same time, the article examines the crimes committed with extreme cruelty by the Aysor Armenian units. The incidents that occurred in Southern Azerbaijan were no more tragic than those that occurred in Northern Azerbaijan in 1918. These incidents are the main focus of the research.The genocide that took place in 1918 covered a vast territory spanning northern and southern Azerbaijan. Keywords: genoside, tragedy, ussury, armenian, Urmu, Jilovlug. IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 53 to Ahmad Kasravi, no more than 12 thousand Aysor families joined the Armenians in declaring a 'Christian war' against the Turks in 1918. The massacre of Azerbaijanis in the south was carried out by diplomatic circles in Russia, France, England and the USA, as well as Christian missionary organisations engaged in religious, cultural and economic activities in the region. In February 1918, Armenian-Aysor military units began attacking the indigenous Turks in the western region of South Azerbaijan, and these attacks continued uninterrupted until July of that year. The first genocidal operations began in the villages and settlements around the cities. In the massacres that began in Urmia and Salmas at the start of March 1918, more than 10,000 people, including women, the elderly, children, religious figures and scholars, were killed.6 By March 1918, dozens of villages had been the scene of mass massacres, thousands of people had been killed by Armenian-Aysor executioners, and houses, shops and even mosques had been looted and set on fire. Their units carried out their most brutal attack against the peaceful Muslim Turkish population in Urmia on Tuesday, two days before the Novruz holiday in 1918. The Jilovluq tragedy is one of the most terrible events against Azerbaijanis in South Azerbaijan. It took place on the last Wednesday of the Nowruz holiday in March 1918. Supported by Great Britain, France and Russia, who had interests in the region, the Armenians wanted to establish a 'Little Armenian state' around Lake Urmia. This plan, devised in the West and backed by England, France and Russia, included the Assyrians as well as the Armenians. Their goal was to establish a state for themselves at the expense of Turkish lands. According to the plan, an Armenian-Assyrian-Kurdish state was to be established in Western Azerbaijan, around Lake Urmia. The Assyrians were more closely allied with the Armenians in this coalition. They were Christian and had migrated from an area of Turkey known as Cilicia. The Christian West also supported the relocation of 40,000 Assyrians to the Urmia region. The intention was to increase the Christian population in the region artificially and establish a new Christian state in Turkish lands. Unfortunately, their abominable plan was initially supported by Muslim Kurds.⁵ Armed Kurdish groups were led by Ismail Khan (also known as Smitko), Armenian groups by Petros Agha, and Christian Assyrian groups by Marshimon. All of the united coalition's action plans were prepared in the West, and even the armed bandits were supplied with weapons from abroad. For example, Russian and French officers served in the 30,000-strong army of the united coalition forces. Massacres against Azerbaijani Turks began in the cities of Urmu, Salmas and Khoy in February 1918. The goal was to establish a large federal state in the region. The Armenians were able to recruit the Assyrians and Muslim Kurds to join them. Between February and March, the combined Armenian, Kurdish and Assyrian groups attacked Turkish populations in the villages of Urmu, Khoy and Salmas, looting and killing civilians. Peaceful Turkish villages were raided and their inhabitants shot or beheaded. People were forced to flee their homes. The Jilovluq tragedy reached its climax on the last Wednesday of the Nowruz holiday in March 1918. The combined coalition demanded that the Turkish population of Urmu surrender their weapons within 24 hours. When this demand was not met, bloodthirsty Armenian, Kurdish and Assyrian military units attacked the city and began searching for weapons from house to house. In fact, the population of Urmu did not possess many weapons. This demand was merely an excuse to subject the population to genocide. The coalition wanted to intimidate the Turkish population with this massacre, drive them away from their homeland, and seize control of the territory. The coalition's armed groups invaded houses, robbed the population, stole women's jewellery, violated people's honour and committed countless atrocities. Those who resisted were shot en masse and the men were taken prisoner.2 On that terrible day, which is still remembered in the south as 'Black Wednesday', the people of Urumqi were herded into a caravanserai in the city and burned alive. Following the Jilovluq tragedy, massacres spread to all the villages in the Urmu province. The united coalition's work was facilitated by the Armenian Pasha Andronik, who had come from Turkey via Nakhchivan. Having mercilessly plundered and massacred Turkish villages along the way, Andronik wanted to join the coalition in Urmu. However, the Armenian-Assyrian-Kurdish coalition had collapsed by this time. Seeing that the intention was to establish a Christian state and that the Muslim Kurds were being excluded, Smitko resorted to trickery. Having left the coalition, Smitko expressed his bitterness at being deceived by the Assyrian leader. He summoned the Assyrian leader, Marshimon, to Salmas, where he killed him and his men.7 In late March and early April 1918, the Turks entered South Azerbaijan and stopped the massacre of our compatriots. Heroic Turkish soldiers prevented Armenian-Assyrian forces from advancing on Tabriz IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 54 via Lake Urmia, sinking the bandits' boats in the process. Those who fled to the mountains continued to descend on villages and massacre the Turkish population until February 1919. The strongest resistance to these atrocities occurred in Khoy. Despite the Armenians' cunning, the city's population did not open the city gates to them. However, the coalition formed in Urmu, Khoy and Salmas was able to carry out merciless massacres. According to the Iranian historian Ahmad Kasravi, 100,000 Azerbaijani Turks were killed during the Jilovluq events. The Urmia historian Ayrimli gives a slightly higher figure. Following recent research, Ayrimli concluded that 300 thousand Azerbaijanis were killed and subjected to genocide. The Armenians' choice of Urmu and the surrounding areas was no coincidence. Urmu is a beautiful area with fertile land and a pleasant climate. The second city in the south after Tabriz, Urmu was prosperous. Historically, the Urmu province was home to a majority population of Azerbaijani Turks. According to reliable sources, 300 thousand people lived in the province in 1918. More than 85 per cent of them were Azerbaijani Turks. They lived in 699 villages in the city and surrounding area. Around 20,000 Assyrians and around 6,000 Armenians settled in approximately 50 villages around Urmu.6 Receiving instructions from Christian circles in the West, the Armenians and Assyrians aimed to seize Turkish-inhabited territories, Christianise the population, and expand the scale of the Christian religion. Urmu, Khoy and Salmas were also located in the west of South Azerbaijan. The intention of those who wanted to establish an Armenian-Assyrian federation was to later unite these territories with Armenia and block the large Turkish strip in the area. It should be noted that, following the intrigues of England and Russia, the Armenians and Assyrians fought against Ottoman Turkey in the First World War, striking the Ottoman state in the back in an attempt to defeat the Turks. However, their intentions were not realised. Despite the massacre of hundreds of thousands of people, the heroic South Azerbaijani Turks prevented the establishment of an Armenian-Assyrian state in the western lands with the help of the Ottoman Turks. The unarmed populations of Khoy, Urmia and Salmas resisted the enemy despite the mass murder. Several Armenian-Assyrian bandits were defeated. Terrorist groups were crushed with the help of the Turks and expelled from our lands. In these bloody tragedies, remembered as the 'Urmu Plague', more Muslims were killed and captured, and among those taken prisoner, young Muslim girls predominated.¹ Literature 1. Anar Isganderli: Azerbaijani Realities: 1917–1920. Baku: 2012. 2. Anar Isganderli: 'Historiography of the March Massacre of 1918'. Baku, 1997. 3. Anar Isganderli. 'Historiography of the Problem of the Turkish-Muslim Genocide in Azerbaijan, 1918–1920'. Baku, 2006. 4. Anar Isganderli, 'Turkish-Muslim Genocides of 1918–1920'. 'Turkish-Muslim Genocides of 1918– 1920'. Azerbaijan, 31 March 2009. 5. Ekrem Rahimli (Bije): 'Genocide committed by the Armenian-Aysor military unit in South Azerbaijan (1918)', Respublika, 20/02/2015. 6.https://az.wikipedia.org/wiki/C%C9%99nubi_Az%C9%99rbaycanda_soyq%C4%B1r%C4%B1m 7. http://human.gov.az/az/media/meqaleler/meqale.html?artID=7 8. https://anl.az/down/meqale/xalqqazeti/2010/mart/112071.htm IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 55 SETTLEMENT SYSTEM IN THE XV-XVII CENTURIES: RURAL AND URBAN LANDSCAPES OF SOUTH KAZAKHSTAN Kogambayeva Nazerke 2nd-year Master’s student Abai Kazakh National Pedagogical University XV-XVII ҒАСЫРЛАРДАҒЫ ҚОНЫСТАНУ ЖҮЙЕСІ: ОҢТҮСТІК ҚАЗАҚСТАНДАҒЫ АУЫЛДЫҚ ЖӘНЕ ҚАЛАЛЫҚ ЛАНДШАФТТАРЫ Қоғамбаева Назерке 2-курс магистранты Абай атындағы Қазақ Ұлттық Педагогикалық Университеті Abstract This study aims to identify the historical and geographical characteristics of the settlement system in South Kazakhstan during the XV-XVII centuries. The relevance of the research is determined by the need to comprehensively explain the interaction between urban and rural settlements and their influence on the political and social development of the region. The main objective is to describe the structure of regional settlement based on the interaction between urban centers, rural settlements, and natural landscape factors. The research employs historical written sources, archaeological excavation materials, cartographic data, and comparative analysis methods. These sources made it possible to determine the spatial distribution of settlements, their functional roles, and their adaptation to natural environmental conditions. The findings indicate that the region’s settlement system was based on close economic and social relationships between major urban centers (Turkistan, Otyrar, Sairam) and surrounding rural settlements. Agricultural villages, seasonal pastoral settlements, and oasis-edge dwellings formed the primary economic base that ensured the stability of urban life. Natural landscapes and water systems played a key role in shaping settlement patterns and directly influenced the historical and economic development of the region. In conclusion, the research demonstrates that the medieval settlement system of South Kazakhstan represents a dynamic model formed through the interaction between natural environments and social structures. The study provides practical value for understanding the region’s historical geography, urban development, and cultural-economic relations. Аңдатпа Бұл зерттеу XV-XVII ғасырлардағы Оңтүстік Қазақстанның қоныстану жүйесінің тарихи-географиялық ерекшеліктерін анықтауға бағытталды. Зерттеудің өзектілігі аймақтың қалалық және ауылдық қоныстарының өзара байланысы мен олардың өңірдің саяси және әлеуметтік дамуына ықпалын кешенді түрде түсіндіру қажеттілігімен айқындалады. Мақсат қалалық орталықтардың, ауылдық қоныстардың және табиғи ландшафт факторларының өзара ықпалы негізінде аймақтың қоныстану құрылымын сипаттау. Зерттеу барысында тарихи жазба деректері, археологиялық қазба материалдары, картографиялық мәліметтер және салыстырмалы талдау әдістері қолданылды. Бұл дереккөздер қоныстардың кеңістікте орналасуы, олардың қызметтік рөлі және табиғи ортаға бейімделу ерекшеліктерін анықтауға мүмкіндік берді. Нәтижелер көрсеткендей, аймақтың қоныстану жүйесі қалалық орталықтар (Түркістан, Отырар, Сайрам) мен ауылдық қоныстардың тығыз экономикалық және әлеуметтік байланысына негізделген. Егіншілік қоныстары, маусымдық мал шаруашылығы қоныстары және оазис маңы тұрақтары қалалардың тұрақты дамуын қамтамасыз еткен негізгі шаруашылық тірек болды. Табиғи ландшафт пен су жүйелері қоныстардың орналасу логикасын айқындап, аймақтың тарихи-экономикалық дамуына тікелей әсер етті. Қорытындысында, зерттеу Оңтүстік Қазақстанның ортағасырлық қоныстану жүйесінің табиғи орта мен әлеуметтік құрылымның өзара ықпалы негізінде қалыптасқан IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 56 Кіріспе XV-XVII ғасырлардағы Оңтүстік Қазақстанның қоныстану жүйесін зерттеу аймақтың тарихи даму бағыттарын, оның әлеуметтік-экономикалық өмірін және мәдени өзгерістерін кешенді түрде түсінуге мүмкіндік беретін өзекті ғылыми мәселе. Бұл кезеңде өңірдің маңызды бөлігінде саяси құрылымдар өзгеріп, Қазақ хандығының қалыптасуы мен нығаюы жүрді, ал бұл өзгерістер қоныстардың орналасуына, олардың қызметіне және кеңістіктік дамуына тікелей ықпал етті [1]. Қалалар мен ауылдар арасындағы байланыс, олардың шаруашылық жүйесі және табиғи ландшафтпен өзара әрекеттесуі аймақтың жалпы тарихи динамикасын айқындайды. Сондықтан осы кезеңдегі қоныстану жүйесін зерттеу тарихи география, урбанистика, этнография және археология ғылымдары үшін маңызды болып табылады [2]. Оңтүстік Қазақстанның ортағасырлық ландшафты халықтың өмір салтына, шаруашылық түрлеріне және урбанистикалық орталықтардың дамуына үлкен әсер етті. Суармалы егіншілік жүйелерінің дамуы, өзен аңғарлары бойындағы қоныстардың қалыптасуы, жазғы және қысқы жайылымдардың орналасуы қоныстану құрылымын айқындаған негізгі факторлардың бірі [3]. Сонымен қатар, XV-XVII ғасырларда сауда жолдарының маңызы өзгеріп отырды: Жібек жолының кей тармақтары әлсірегенімен, Түркістан, Отырар, Сайрам сияқты қалалар аймақтық және өңірлік деңгейде маңызды орталық болып қала берді. Бұл саяси, экономикалық және мәдени процестердің ландшафқа тигізген әсерін зерттеу тақырыптың көкейкестілігін арттыра түседі [4]. Осы кезеңде аймақтағы халықтың этникалық құрамындағы өзгерістер, әкімшілік бөліністердің ауысуы, қалалардың қайта гүлденуі немесе құлдырауы қоныстану жүйесін қалыптастыруда маңызды рөл атқарды. Қалалардың жай-күйі мен ауылдық қоныстардың типологиясын талдау арқылы өңірдегі урбанизацияның деңгейін, шаруашылық байланыстардың сипатын және аймақтық дамудың ұзақ мерзімді үрдістерін анықтауға болады. Сондықтан бұл зерттеу ортағасырлық қоғамның әлеуметтік құрылымын түсінуде де маңызды ақпарат береді. Оңтүстік Қазақстандағы XV-XVII ғасырлардағы қоныстану жүйесін зерттеуде ең негізгі проблема қала мен ауылдық қоныстардың өзара байланысының нақты механизмін анықтау. Қалалар саяси және рухани орталықтар ретінде аймақтың басқару жүйесін қалыптастырса, ауылдық қоныстар тұрақты экономикалық база қызметін атқарды [5]. Осы екі құрылымның бірбіріне тәуелділігі, өзара алмасу арналары, сауда және шаруашылық қатынастары тарихи деректерде толық әрі үздік берілмегендіктен, оларды кешенді түрде салыстырып талдау қажет. Қоныстану құрылымының өзгеру себептерін зерттеу де маңызды мәселе. Аймақтағы табиғи-климаттық жағдайдың өзгеруі, Сырдария мен Арыс өзендерінің су арналарының ауысуы, ирригациялық жүйелердің кеңейтілуі немесе жойылуы, көшпелі және отырықшы халықтың арақатынасы қоныстардың кеңістіктік орналасуына тікелей ықпал етті. Бұл өзгерістер әр кезеңде біркелкі болмаған, сондықтан олардың динамикасын анықтау зерттеудің негізгі қиындықтарының бірі. Саяси факторлар да қоныстану жүйесінің өзгеруіне айтарлықтай әсер етті. Қазақ хандығының ішкі және сыртқы саяси жағдайы, жоңғар шапқыншылықтарының ықпалы, аймақаралық бәсекелестік пен сауда бағыттарының ауысуы қалалардың дамуына немесе құлдырауына себеп болды [6]. Бұл өзгерістердің ауылдық қоныстарға қалай әсер еткенін, әрбір қалалық орталықтың айналасындағы қоныстар жүйесінің қалай ұйымдасқанын анықтау зерттеу проблемасының маңызды бөлігін құрайды. Сонымен қатар, жазба деректердің шектеулілігі мен археологиялық зерттеулердің толық жүргізілмеуі де проблеманы күрделендіреді. Қалалардың нақты шекараларын, ауылдық қоныстар динамикалық модель екенін анықтады. Зерттеу материалдары аймақтың тарихи географиясын, урбанистикалық дамуын және мәдени-экономикалық байланыстарын түсіндіруде практикалық мәнге ие. Keywords: South Kazakhstan, settlement system, Middle Ages, urban landscape, rural settlements, historical geography. Кілт сөздер: Оңтүстік Қазақстан, қоныстану жүйесі, орта ғасырлар, қалалық ландшафт, ауылдық қоныстар, тарихи география. IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 63 Jurisprudence This research was funded by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan (Grant No. AP 26199757 “Legal problems of transformation of Kazakhstan in the conditions of integration of artificial intelligence and blockchain technologies.” LEGAL ISSUES OF KAZAKHSTAN’S TRANSFORMATION IN THE CONTEXT OF THE INTEGRATION OF ARTIFICIAL INTELLIGENCE AND BLOCKCHAIN TECHNOLOGIES: ANALYSIS OF LEGISLATION AND PROPOSALS FOR ITS IMPROVEMENT Karlygash Rakhimzhanovna Useinova PhD in Law, Associate Professor Aset Abirbekovich Toktybaev Candidate of Legal Sciences Arailym Makulbekovna Zhaparbek Master of Laws ПРАВОВЫЕ ПРОБЛЕМЫ ТРАНСФОРМАЦИИ КАЗАХСТАНА В УСЛОВИЯХ ИНТЕГРАЦИИ ИСКУССТВЕННОГО ИНТЕЛЛЕКТА И БЛОКЧЕЙН-ТЕХНОЛОГИЙ: АНАЛИЗ ЗАКОНОДАТЕЛЬСТВА И ПРЕДЛОЖЕНИЯ ПО ЕГО СОВЕРШЕНСТВОВАНИЮ Усеинова Карлыгаш Рахимжановна к.ю.н., ассоциированный профессор Токтыбаев Асет Абирбекович кандидат юридических наук Жапарбек Арайлым Макулбековна магистр юридических наук Abstract This article examines the key legal challenges faced by the Republic of Kazakhstan in the process of implementing artificial intelligence and blockchain technologies. It highlights difficulties related to the lack of clear rules and definitions, risks to citizens’ rights, the need to protect personal data, and the regulation of digital assets. Drawing on examples from the European Union, the United States, the United Kingdom, Singapore, Japan, and China, the article outlines various regulatory models that may be valuable for Kazakhstan. The conclusion emphasizes the importance of developing a comprehensive approach that would allow the country to adapt best international practices while ensuring a balanced framework between innovation and security. Аннотация В статье рассматриваются основные правовые проблемы, с которыми сталкивается Республика Казахстан при внедрении искусственного интеллекта и блокчейн-технологий. Отмечаются трудности, связанные с отсутствием чётких правил и определений, риски для прав граждан, необходимость защиты персональных данных и регулирования цифровых активов. На основе примеров из опыта Европейского союза, США, Великобритании, Сингапура, Японии и Китая показаны разные модели регулирования, которые могут быть полезны для Казахстана. В заключение подчёркивается важность выработки комплексного подхода, который позволит адаптировать лучшие международные практики и обеспечить баланс между инновациями и безопасностью. Keywords: artificial intelligence, blockchain, digital transformation, legal regulation, personal data, international experience. Ключевые слова: искусственный интеллект, блокчейн, цифровая трансформация, правовое регулирование, персональные данные, международный опыт IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 64 Научная статья подготовлена в рамках реализации грантового финансирования по научным и (или) научно-техническим программам на 2025-2027 годы (Комитет науки Министерства науки и высшего образования Республики Казахстан), направленная на реализацию проекта ИРН AP26199757 «Правовые проблемы трансформации Казахстана в условиях интеграции искусственного интеллекта и блокчейн технологий». Цифровая трансформация в Казахстане становится неотъемлемой частью государственной и общественной жизни. Сегодня искусственный интеллект и блокчейн выходят далеко за пределы сферы информационных технологий. Они применяются в образовании, здравоохранении, банковском секторе, в государственных услугах и даже в судебной системе. Однако стремительное внедрение таких решений неизбежно вызывает вопросы правового характера: как регулировать их использование, как защитить права человека и бизнеса, как предотвратить злоупотребления и обеспечить устойчивость цифровой экономики? В первую очередь стоит отметить, что действующее законодательство Республики Казахстан пока не даёт полного ответа на эти вызовы. Проблема заключается в том, что нормы часто оказываются фрагментарными и не успевают адаптироваться к темпам технологических изменений. Например, в сфере искусственного интеллекта до сих пор нет чёткого определения того, что именно считается «системой искусственного интеллекта», и каковы её границы ответственности. Это создаёт риск, что автоматизированные решения будут применяться без достаточного контроля, а граждане не смогут оспорить ошибки алгоритмов. Отсюда вытекает необходимость введения базовых принципов: прозрачности, объяснимости и права человека на пересмотр решений, принятых машиной. Не менее актуальной является проблема защиты данных. Для обучения алгоритмов требуются огромные массивы информации, включая персональные данные. Если не выработать ясные правила использования таких наборов, возникает угроза нарушения права на неприкосновенность частной жизни. Казахстану важно разработать чёткие стандарты анонимизации и псевдонимизации, чтобы даже при использовании больших данных личность человека оставалась под защитой закона. Одновременно необходимо установить механизмы трансграничной передачи данных, так как современные технологии работают глобально и редко ограничиваются национальными границами. Блокчейн-технологии поднимают свои особые вопросы. С одной стороны, они открывают возможности для прозрачного учёта транзакций, борьбы с коррупцией и внедрения «умных контрактов». С другой стороны - существует риск появления «серых зон», когда цифровые активы используются для обхода налогов или отмывания доходов. В этой связи нашему государству необходимо чётко классифицировать виды токенов и цифровых активов, определить их правовой статус и закрепить правила для их эмитентов и операторов. Также важно признать юридическую силу смарт-контрактов, но при этом предусмотреть способы защиты сторон в случае технических ошибок или злонамеренного вмешательства в код. Отдельного внимания требует энергетический аспект блокчейна. Казахстан за последние годы стал привлекательной площадкой для майнинга криптовалют, что вызвало рост нагрузки на энергосистему. Здесь законодательство должно найти баланс, то есть, с одной стороны, создать предсказуемые условия для развития индустрии, а с другой - защитить интересы общества и обеспечить энергетическую безопасность. Для этого нужны особые тарифы, требования к экологичности оборудования и строгие правила учёта. На институциональном уровне целесообразно создать специализированный орган или межведомственный совет по регулированию искусственного интеллекта и цифровых активов. Его функции могут включать аккредитацию независимых экспертов и аудиторов, разработку методических рекомендаций, ведение реестров рисковых технологий и создание условий для «регуляторных песочниц» - экспериментальных правовых режимов для новых решений. Такой подход позволит протестировать инновации без риска для общества и оперативно корректировать законодательство. Судебная система также должна быть готова к новым реалиям. Судьям и адвокатам необходимо обучаться работе с цифровыми доказательствами, понимать принципы функционирования алгоритмов и блокчейна. Это позволит вырабатывать единообразную практику, а также защитит права граждан и бизнеса в случае технологических споров. Необходимо прямо закрепить допустимость блокчейн-записей и цифровых следов в качестве доказательств при условии проверки их подлинности. IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 65 В международной практике регулирование искусственного интеллекта и технологии распределённых реестров развивается по различным моделям, и изучение этого опыта имеет большое значение для Казахстана. Европейский союз стал первым регионом, где был принят всеобъемлющий закон о регулировании искусственного интеллекта. Его суть заключается в риск-ориентированном подходе: чем выше опасность применения системы для прав и свобод граждан, тем более строгие требования предъявляются к качеству используемых данных, прозрачности алгоритмов, документированию процессов и контролю со стороны государственных органов. В области блокчейн-технологий в Европейском союзе действует нормативный акт о рынках криптоактивов, который устанавливает единые правила для выпуска цифровых токенов, работы торговых площадок, операторов обмена и хранения активов. Эта модель даёт бизнесу предсказуемость, а потребителям - защиту их интересов на уровне всего союза. В Соединённых Штатах Америки действует иная система. Там отсутствует единый федеральный закон об искусственном интеллекте, однако применяются стандарты, разработанные Национальным институтом стандартов и технологий. Эти рекомендации стали основой для органов власти и бизнеса при внедрении алгоритмов в практику. Дополнительно был подписан президентский указ о безопасном и надёжном использовании искусственного интеллекта, а управление по вопросам бюджета обязало все федеральные органы к концу 2024 года внедрить минимальные меры по управлению рисками, прозрачности и отчётности. В отношении блокчейн-технологий в Соединённых Штатах регулирование фрагментарно: в финансовой сфере работают нормы по противодействию отмыванию доходов, отдельные полномочия закреплены за комиссиями по ценным бумагам, а некоторые штаты, например Нью-Йорк, установили собственные лицензии для операторов. Такой подход обеспечивает высокий уровень контроля, но при этом создаёт сложности для бизнеса из-за отсутствия единой системы. Великобритания выбрала модель «мягкого права». Вместо принятия единого закона правительство утвердило Белую книгу, в которой закреплены основные принципы: безопасность, справедливость, прозрачность и ответственность. Их применение возложено на отраслевые регуляторы, такие как управление по вопросам информации или управление по финансовому надзору. В отношении цифровых активов Великобритания постепенно включает их в рамки действующего законодательства о финансовых услугах. В 2025 году министерство финансов представило проект норм, предусматривающий подчинение криптосервисов надзору со стороны управления по финансовому регулированию. Сингапур использует комбинированный подход: с одной стороны, разработаны руководящие принципы по управлению искусственным интеллектом, обновлённые в 2024 году с учётом появления генеративных технологий, с другой стороны - активно применяется практика экспериментальных правовых режимов. Государство создало специальную площадку для тестирования алгоритмов в реальных условиях с учётом требований безопасности и защиты данных. Для блокчейн-технологий действует закон о платёжных услугах, который регулирует лицензирование операторов, а в 2023 году введён специальный режим для стабильных цифровых валют, предусматривающий жёсткие требования к обеспечению токенов резервами и раскрытию информации. Япония также сделала ставку на «мягкое регулирование». В 2024 году были утверждены объединённые руководящие принципы для бизнеса, которые охватывают все стадии жизненного цикла моделей: сбор и обработку данных, тестирование, аудит и документирование. В настоящее время обсуждается возможность принятия специального закона о продвижении искусственного интеллекта, но сохраняется акцент на международной совместимости. В сфере цифровых активов Япония разработала один из наиболее строгих режимов для стабильных валют: выпуск разрешён только банкам, трастовым и платёжным организациям, которые обязаны обеспечивать защиту интересов держателей и формировать резервные фонды. Важным примером для сравнительного анализа является Китайская Народная Республика, где государство проводит политику жёсткого контроля за цифровыми технологиями и одновременно стимулирует их развитие в стратегически значимых сферах. В отличие от моделей мягкого регулирования, характерных для Японии или Великобритании, Китай последовательно выстраивает детализированную систему обязательных правил. Уже в 2021 году были приняты нормы о регулировании алгоритмов рекомендаций, которые обязывают интернет-платформы обеспечивать прозрачность логики работы алгоритмов, запрещать дискриминационные практики и предоставлять пользователям возможность отказаться от автоматизированного подбора контента. В 2022 году введены положения о «глубоких фейках», предусматривающие IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 66 запрет на использование технологий синтеза изображений, аудио и видео без маркировки, а также строгие правила идентификации пользователей, распространяющих подобный контент. В 2023 году появились первые национальные нормы о генеративном искусственном интеллекте, которые устанавливают требования к качеству данных для обучения моделей, безопасности алгоритмов, обязательной проверке результатов на соответствие ценностям государства и предотвращению дезинформации. Таким образом, Китай формирует уникальную модель, где регулирование искусственного интеллекта становится частью общей политики кибербезопасности и государственного контроля над информационным пространством. Сравнительный анализ показывает, что каждая страна ищет баланс между инновациями и безопасностью. Европейский союз делает ставку на жёсткие рамки и единообразие, Соединённые Штаты опираются на стандарты и инициативы органов власти, Великобритания и Япония предпочитают мягкое регулирование, а Сингапур совмещает рекомендации с экспериментальными режимами. А китайская модель отличается жёсткостью и централизованностью. В отличие от европейского риск-ориентированного подхода или американской комбинации стандартов и практик, Китай делает упор на превентивный контроль, обязательное лицензирование и тесное соединение правового регулирования с государственной политикой. Для нашей страны этот опыт интересен тем, что он демонстрирует возможности быстрого внедрения масштабных проектов при условии сильной роли государства. Однако следует учитывать, что такая модель может ограничивать развитие частных инициатив и снижать уровень доверия со стороны международных инвесторов. Для Казахстана этот опыт особенно ценен, так как он позволяет избежать крайностей и выстроить собственную модель. С одной стороны, учесть необходимость строгой защиты прав граждан и предотвращения злоупотреблений, а с другой стороны сохранить пространство для развития инноваций и привлечения инвестиций в цифровую экономику. В завершение можно сказать, что Казахстану нужно найти свой путь в регулировании искусственного интеллекта и блокчейн-технологий. Опыт разных стран показывает: кто-то выбирает строгие законы и контроль, кто-то действует через рекомендации и стандарты, а ктото сочетает разные методы. Для нашей страны важно взять лучшее из этих практик и адаптировать под собственные условия. Главная цель - защитить права граждан, сделать работу технологий прозрачной и безопасной, а также создать понятные правила для бизнеса и инвесторов. Для этого необходимо обновить законодательство о персональных данных, закрепить правовой статус смарт-контрактов, ввести ясные нормы для цифровых активов и развивать специальные площадки для тестирования новых решений. Такой подход позволит одновременно стимулировать инновации и снизить риски, а Казахстану занять устойчивое место в мировой цифровой экономике. Список использованной литературы 1. Закон Республики Казахстан от 21 мая 2013 г. № 94-V «О персональных данных и их защите» // https://adilet.zan.kz/rus/docs/Z1300000094 2. Закон Республики Казахстан от 24 ноября 2015 г. № 418-V «Об информатизации» // https://adilet.zan.kz/rus/docs/Z1500000418 3. Закон Республики Казахстан от 25 июня 2020 года № 347-VI ЗРК «О внесении изменений и дополнений в некоторые законодательные акты Республики Казахстан по вопросам регулирования цифровых технологий» // https://adilet.zan.kz/rus/docs/Z2000000347 4. Постановление Правительства Республики Казахстан от 28 марта 2023 года № 269. «Об утверждении Концепции цифровой трансформации, развития отрасли информационно-коммуникационных технологий и кибербезопасности на 2023 - 2029 годы» // https://adilet.zan.kz/kaz/docs/P2300000269/compare 5. European Parliament and the Council. Regulation (EU) 2024/1689 of 13 June 2024 laying down harmonised rules on artificial intelligence (Artificial Intelligence Act) // Official Journal of the European Union. // https://eur-lex.europa.eu/eli/reg/2024/1689/oj/eng 6. БОРОВСКАЯ Е. В., ДАВЫДОВА Н. А. // ОСНОВЫ ИСКУССТВЕННОГО ИНТЕЛЛЕКТА : УЧЕБНОЕ ПОСОБИЕ. 4-Е ИЗДАНИЕ, ЭЛЕКТРОННОЕ. - МОСКВА : ЛАБОРАТОРИЯ ЗНАНИЙ, 2020. - 4-Е ИЗД. 7. UK Government. A pro-innovation approach to AI regulation. Policy Paper. – London: Department for Science, Innovation and Technology, 2023. // https://www.gov.uk/government/publications/airegulation-a-pro-innovation-approach/white-paper IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 67 8. MIC, METI. Governance Guidelines for Implementation of AI Principles (AI Guidelines for Business). – Tokyo: Ministry of Internal Affairs and Communications, Ministry of Economy, Trade and Industry, 2022 (rev. 2024). // https://www.linkedin.com/pulse/governance-guidelines-practice-ai-principlesver10-kiyoshi-miyashita 9. Cyberspace Administration of China. Interim Measures for the Management of Generative Artificial Intelligence Services. – Beijing, 2023. // https://www.chinalawtranslate.com/en/generative-ai-interim IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 68 Medical sciences Primary tumors of the central nervous system (CNS) include a heterogeneous group of benign and malignant neoplasms that develop from cellular elements of the nervous system and other tissues (meninges, blood vessels, connective tissue) located in the cranial cavity and inside the spinal canal [1,2]. Symptoms for CNS tumors are varied. Headache most often comes to the fore. With an increase in intracranial pressure, the pain becomes intense, diffuse, constant, intensifies in attacks and is accompanied by nausea and vomiting. Among supratentorial tumors, early headaches are accompanied by frontal and temporal tumors. Vomiting due to brain tumors is characterized by features typical of so-called “cerebral vomiting.” In most cases, vomiting occurs during a severe headache attack. According to the nature of subjective perception, dizziness can be visual and tactile. In the first case, it is perceived by patients as visual rotation or movement of the environment. In the second case, dizziness is perceived as a tactile or UDC: 616.8-006 TUMORS OF THE CENTRAL NERVOUS SYSTEM: CONTEMPORARY STATE OF THE PROBLEM Arman Khozhayev Professor, Asfendiyarov Kazakh National Medical University, Almaty, Kazakhstan Batyrkhan Begimbetov Student, Astana Medical University, Astana, Kazakhstan Khassan Tangsu Student, Astana Medical University, Astana, Kazakhstan Ilyas Nurushev Student, Astana Medical University, Astana, Kazakhstan Gulfairuz Murzageldiyeva Student, Astana Medical University, Astana, Kazakhstan Adil Shaikenov Student, Astana Medical University, Astana, Kazakhstan Alisher Nuraddin Student, Astana Medical University, Astana, Kazakhstan Adilkhan Zeinola Student, Astana Medical University, Astana, Kazakhstan Zhansaya Tazhibayeva Student, Astana Medical University, Astana, Kazakhstan Abstract This scientific and analytical work presents modern global and local-regional data on morbidity, mortality, lethality rates and five-year survival rates of such a common oncological pathology as tumors of the central nervous system. The issues of etiology and pathogenesis, features of distribution, clinical manifestations, modern principles of diagnosis and treatment, and prognosis are covered in detail. The features and innovations of the new classification of central nervous system tumors have been thoroughly studied and reflected. The epidemiological characteristics of this pathology in our republic are presented in the context of regions of the country. Keywords: oncology, tumors of the central nervous system, biomarkers, classification, epidemiology, morbidity, mortality, lethality, five-year survival rate, prognosis. IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 69 proprioceptive sensation of rotation or movement of objects with which the patient is in contact, and can persist with closed eyes. Tactile dizziness also includes lateropulsion, i.e. feeling of attraction aside. With subtentorial tumors, specific symptoms that may alert a medical professional usually occur after the development of other symptoms of increased intracranial pressure. It is felt in the form of “taking off into the air,” rotation of the environment, or the patient himself. With supratentorial neoplasms, objects “dance,” which is called “death of the world syndrome.” Convulsive seizures in most cases follow a general pattern and, often, as the first sign of the disease, develop long before the development of hypertension syndrome. They are most often observed in slow-growing benign tumors [1]. General syndromes and specific symptoms for tumors of the CNS include: 1) hypertension syndrome associated with increased intracranial pressure (increased intracranial pressure occurs as a result of an increase in brain volume and impaired hemoand liquor dynamics; headache, vomiting, dizziness, mental epileptic seizures are observed, congestive optic discs); 2) focal neurological symptoms (epileptic seizures of various types are observed, impaired coordination of movements in the form of frontal ataxia (disorders of standing and walking), isolated disturbance of the innervation of the facial muscles of the central type, impaired sense of smell, impaired function of the optic nerves); 3) occlusive hydrocephalus (closed form of hydrocephalus occurs with occlusion of the foramen of Monroe, the aqueduct of Sylvius, the 4th ventricle, the foramen of Magendie or Luschka; the causes are complete or partial occlusion of the cerebrospinal fluid tract, impaired resorption of cerebrospinal fluid, and in case of tumors of the lateral ventricles - hyperproduction of cerebrospinal fluid) ; 4) dislocation syndrome - caused by compression of the brain by a tumor, hemorrhage or other focal process, which leads to the appearance of secondary symptoms of brain damage at a distance from the pathological focus; with an increase in intracranial pressure, the brain matter is squeezed into various cracks formed by dense processes of the dura mater (large falciform process, cerebellar tentorium), partitioning the cranial cavity into different floors and separating parts of the brain from each other, as well as into the foramen magnum); 5) with tumors of the spinal canal, paresis, paralysis of the upper and lower extremities, paresthesia, hyperesthesia, dysfunction of internal organs, pain along the spinal column or at the site of the tumor, and pathological neurological symptoms occur [1]. Physical examination includes: 1) assessment of neurological status: the presence of complaints of headache, nausea and vomiting, dizziness, seizures, cerebral syndromes and focal neurological symptoms; 2) general somatic status according to the Karnofsky scale and status according to the Glasgow scale. Laboratory tests include: 1) general clinical and specific laboratory tests to assess the somatic status and identify pathologies of internal organs according to indications; 2) histological, immunohistochemical and molecular genetic examination of biopsy and surgical material according to indications; 3) to clarify the prognosis, patients with anaplastic astrocytoma and glioblastoma undergo a molecular genetic study of mutations in the IDH1 and IDH2 genes in biopsy (surgical) material, determination of methylation of the MGMT gene in biopsy (surgical) material, for oligodendroglioma (Grade II-III) and oligoastrocytoma (Grade II-III) – molecular genetic study of 1p/19q translocation in biopsy (surgical) material. When conducting instrumental studies, a clinical diagnosis is made on the basis of magnetic resonance imaging (MRI) data of the brain or spinal cord with contrast enhancement, when a space-occupying formation - a tumor - is detected. In cases where MRI is contraindicated, the diagnosis is made on the basis of computed tomography (CT) with contrast. If necessary, CT or magnetic resonance (MR) angiography, MR tractography, functional MRI, positron emission tomography (PET) - PET/CT can be performed. PET/CT examination of the brain using the radiopharmaceutical drug 11C methionine is used to determine the malignancy of the primary tumor and to differentiate tumor recurrence from radiation necrosis. CT examination of the brain with contrast is also used to diagnose early postoperative complications [1]. Risk factors for CNS tumors include [3,4,5]: 1. Exposure to ionizing radiation. People at risk of developing brain cancer due to radiation include people who work in nuclear energy or radiology, and patients who have undergone radiation therapy. Radiation increases the risk of meningiomas and malignant gliomas. 2. Exposure to chemicals in the workplace for people working in hazardous industries, especially those associated with the production of plastics, as well as in such areas as the oil refining and electrical industries, etc. At the same time, the question of the role of such common forms of radiation as electromagnetic fields, radio emissions from mobile phones and microwave ovens in inducing the growth of brain tumors remains controversial. 3. Genetic causes of brain cancer. About 5-10% of brain tumors are caused by a genetic factor. Risk factors in this group also include some syndromes (congenital conditions) caused by disturbances in the IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 70 structure of certain genes: neurofibromatosis types 1 and 2 (disorders of the NF1 and NF2 genes, respectively); Turco syndrome (changes in the APC gene); Gorlin syndrome or basal cell nevus syndrome (PTCH gene disorder); tuberous sclerosis, or Bourneville disease (damage to the TSC1 and TSC2 genes); Li-Fraumeni syndrome (damage to the TP53 gene). Most of the genetic changes that lead to brain tumors are not hereditary. Viruses, hormonal imbalances and toxins negatively affect the structure of DNA and can trigger the development of brain cancer. 4. Age - the risk of a brain tumor increases with age, especially in people 45 years of age and older; At the same time, some brain tumors, such as medulloblastomas or benign cerebellar astrocytomas, develop mainly only in children. 5. Other risk factors: 1) gender (tumors of the CNS are more common in men than in women; except for meningiomas); 2) general somatic health (in people with a weakened immune system - HIV, AIDS, after organ transplantation, bone marrow transplantation, the risk of developing cancer, including CNS tumors, increases); 3) race - CNS tumors are more often detected in white-skinned people than in darkskinned people. As noted by Vienne-Jumeau A. et al. [6], Primary CNS tumors in adults are rare, but the morbidity is increasing in some European countries. Several environmental exposures have been investigated as potential risk factors, but scientific evidence is still lacking for most of them. The authors examined environmental factors potentially involved in brain tumor carcinogenesis: the potential association between primary CNS tumors and ionizing radiation, certain toxic agents (N-nitroso compounds, pesticides), air pollution, and radiofrequency electromagnetic waves. Ionizing radiation to the brain, especially in childhood, is a generally recognized risk factor for the development of brain tumors. Exposure to environmental toxins is poorly understood, and data provide conflicting evidence regarding N-nitroso compounds or pesticides as risk factors for brain tumors, even with prenatal exposure. Results from large prospective studies regarding environmental pollution and brain tumor risk are inconsistent. The effect of mobile phones on brain tumor risk for glioma and meningioma in adults has not been established, but the association with acoustic neuroma is emerging as robust. The effect of mobile phones on children has not yet been studied. According to American researchers Ostrom Q.T. et al. [7], primary brain tumors account for approximately 1% of new cancer cases and approximately 2% of cancer deaths in the United States; however, they are the most common solid tumors in children. These tumors are highly heterogeneous and can be broadly classified into malignant and benign, and the incidence of specific histologies varies by age, sex, and race/ethnicity. Epidemiological studies have identified numerous potential risk factors, and to date the only confirmed association with CNS tumors is exposure to ionizing radiation (which increases the risk in both adults and children) and a history of allergies (which reduces the risk in adults). Studies of genetic risk factors have identified 32 germline variants associated with an increased risk of developing these tumors in adults (25 in glioma, 2 in meningioma, 3 in pituitary adenoma, and 2 in primary CNS lymphoma). Further studies are currently being conducted in other histological subtypes, as well as in various pediatric brain tumors. Although identifying risk factors for these tumors is difficult due to their rarity, many existing datasets can be used for future discoveries through interinstitutional collaborations. Many institutions continue to develop large clinical databases, including prediagnostic risk factor data, and developments in the molecular characterization of tumor subtypes continue to allow the study of more refined phenotypes. Alegria-Loyola M.A. et al. [8], in their work, indicate that recent advances in the study of the underlying oncogenic mechanisms of these tumors have led to the creation of new classification systems, which, in turn, can improve the diagnostic approach and therapeutic planning. Most of these neoplasms occur sporadically, and several risk factors have been found to be associated with their development, not only exposure to ionizing radiation or electromagnetic fields, but also the presence of comorbidities such as diabetes, hypertension and Parkinson's disease. A relatively small proportion of primary CNS tumors arise against the background of hereditary syndromes. In addition, there are publications such as the work of Fallahi P. et al. [9]. In it, the authors note that the scientific literature suggests a connection between military profession and the development of brain tumors; however, no Italian study has examined the impact of this work on the morbidity of CNS tumors. In this study, information was obtained from patients recruited from the neurosurgical department of the University Hospital of Pisa, Italy, from 1990 to 1999. The study was conducted on a casecontrol basis. 161 newly diagnosed cases of brain tumors (glioma and meningioma, histologically confirmed), as well as 483 control patients (with other non-neoplastic neurological diseases such as trauma, hemorrhagic brain diseases, aneurysm, etc.) were recruited by matching cases and controls (1:3), by age IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 71 (±5 years) and gender. Cases and controls were interviewed at the Neurosurgical Department of the University Hospital of Pisa, Italy, and the professional histories of cases and controls were compared. Cases and controls showed a statistically significant difference based on their profession (military vs. non-military). A statistically significant association was observed between brain tumors and military profession among the patients studied (p = 0.013). The researchers say further research is needed in this population to determine the reasons for the increased risk of developing CNS tumors. In addition, subsequent re-evaluation of other patients collected in recent years will be required to assess the trend of this association. Ostrom Q.T. et al. presented a “CBTRUS statistical report: Primary brain and other central nervous system tumors diagnosed in the United States in 2013-2017” [10]. The authors note that the Central Brain Tumor Registry of the United States (CBTRUS), created in collaboration with the Centers for Disease Control and the National Cancer Institute (NCI), is the largest population-based registry focused exclusively on the CNS in the United States (US) and represents representing the entire population of the US. This report contains the most recent population-based data on primary brain tumors (malignant and benign) and supersedes all previous CBTRUS reports in terms of completeness and accuracy. All rates (morbidity and mortality) are age-adjusted using the standard US population for 2000 and are presented per 100 thousand population. The age-adjusted annual incidence rate (AAAIR) for all CNS tumors was 23.79 (malignant AAAIR = 7.08, benign AAAIR = 16.71). The rate was higher for women compared to men (26.31 vs. 21.09), blacks compared to whites (23.88 vs. 23.83), and non-Hispanics compared to Hispanics (24.23 vs. from 21.48). The most common malignant tumor of the brain and other CNS tumors was glioblastoma (14.5% of all tumors), and the most common non-malignant tumor was meningioma (38.3% of all tumors). Glioblastoma was more common in men, and meningioma was more common in women. In children and adolescents (ages 0-19 years), the incidence of all primary brain tumors and other CNS tumors was 6.14. Between 2013 and 2017, 81,246 deaths were reported from malignant brain tumors and other CNS tumors. This corresponds to an average annual mortality rate of 4.42. The fiveyear relative survival rate after diagnosis of malignant brain tumors and other CNS tumors was 23.5%, and for benign brain tumors and other CNS tumors it was 82.4%. A very interesting and extraordinary work was published by Frandsen C.L.B. et al. [11]. The purpose of the study was to examine the association between fertility drugs and CNS tumors. This cohort study was based on the Danish Infertility Cohort and included 148,016 infertile women living in Denmark (1995-2017). The study cohort was linked to national registries to obtain information on specific fertility medication use, cancer diagnoses, covariates, emigration, and vital status. Cox proportional hazards regression models were used to calculate hazard ratios (HR) and 95% confidence intervals (CI) for all CNS tumors and separately for gliomas, meningiomas, and various benign tumors of the brain and other parts of the CNS. During an average of 11.3 years of follow-up, 328 women were diagnosed with CNS tumors. No significant association was observed between the use of the fertility drugs clomiphene citrate, gonadotropins, gonadotropin-releasing hormone and progesterone receptor modulators and CNS tumors. However, use of human chorionic gonadotropin was associated with a reduced incidence of meningiomas (RR 0.49, 95% CI 0.28-0.87). No clear associations with CNS tumors were observed as a function of time since first use or cumulative dose of any of the fertility drugs. As a result, the authors concluded that no association was observed between the use of most types of fertility drugs and CNS tumors. However, as the researchers point out, the findings only apply to premenopausal women and additional studies with a longer follow-up period are needed. The new 2021 World Health Organization (WHO) classification of CNS5 tumors has opened up a number of possibilities when interpreting clinical data. Louis D.N. et al. [12] note that the fifth edition of the WHO Classification of CNS Tumors, published in 2021, is the sixth version of the international standard for the classification of tumors of the brain and spinal cord. Building on the updated 2016 fourth edition and the work of the Consortium to Aware Molecular and Practical Approaches to CNS Tumor Taxonomy, the 2021 fifth edition introduces major changes that enhance the role of molecular diagnostics in the classification of CNS tumors. At the same time, it remains faithful to other established approaches to tumor diagnosis, such as histology and immunohistochemistry. In doing so, the fifth edition establishes some different approaches to both the nomenclature and classification of CNS tumors, and also emphasizes the importance of comprehensive diagnosis and multilevel reporting. New tumor types and subtypes are being introduced, some of which are based on new diagnostic technologies such as DNA methylome profiling. As Gritsch S. [13] et al. point out, the 2016 revised fourth edition of the WHO classification of tumors of the CNS4 incorporated molecular features with histological classification, which IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 72 revolutionized the way primary tumors of the brain and spinal cord are conceptualized, and also provided new insights into their treatment and prognosis. The 2021 revised fifth edition of the WHO classification further includes molecular changes for the classification of CNS tumors, updating the current understanding of the pathophysiology of many of these diseases. The authors review changes in the new classification of the most common primary adult tumors, gliomas (including astrocytomas, oligodendrogliomas, and ependymomas) and meningiomas, highlighting key genomic changes for each classification group to help clinicians interpret them when considering treatment options, including clinical trials and targeted therapies, and to discuss the prognosis of these tumors with their patients. Kurokawa R. et al. [14] emphasize that the new WHO CNS5 classification describes in detail numerous recently identified tumor types, including those for which limited information is available on neuroimaging characteristics. The authors describe the major changes made to WHO CNS5, including revisions to tumor nomenclature. For example, WHO stage IV tumors in the fourth edition are equivalent to WHO stage IV CNS tumors in the fifth edition, and diffuse midline glioma, H3 K27M mutant, is equivalent to midline glioma, altered H3 K27. Regarding tumor typing, glioblastoma with isocitrate dehydrogenase (IDH) mutation was modified to astrocytoma with IDH mutation. Tumor classifications now classify IDHmutant astrocytomas based on the presence or absence of a homozygous CDKN2A/B deletion. In addition, the molecular mechanisms of tumorigenesis as well as the clinical and imaging features of tumor types recently identified in WHO CNS5 are summarized. Given that WHO CNS5 has become the basis of daily practice, radiologists should be familiar with this new edition of the WHO CNS tumor classification system. Meredith D.M., Alexandrescu S. [15] note that the 5th edition of the WHO classification of CNS tumors presents new concepts and updated recommendations regarding the diagnostic criteria for CNS tumors. Embryonal tumors of the CNS and nonmeningothelial mesenchymal tumors of the CNS can present challenges to practicing pathologists because histologic features are not always subject specific and integration of microscopic and molecular data is required. This review of embryonal and nonmeningothelial mesenchymal tumors of the CNS aims to provide updated information with an emphasis on WHO changes and additions, as well as recent discoveries of diagnostic, prognostic, and therapeutic implications. Tauziède-Espariat A. et al. [16] suggest that this version of the classification of CNS tumors aligned the terminology of mesenchymal tumors with their soft tissue counterparts. New tumor types were added, such as “FET-CREB fusion-positive intracranial mesenchymal tumor,” “CIC-rearranged sarcoma,” and “Primary intracranial sarcoma, DICER1 mutant.” Other tumors (such as rhabdomyosarcoma) have remained in the current WHO classification because these tumor types may exhibit CNS specificity compared to their soft tissue counterparts. Pizzimenti C. et al. are unanimous with previous colleagues [17]. In their literature review, they summarized the clinical, histopathological and molecular features of CNS tumors with BCOR internal tandem duplication, intracranial mesenchymal tumors with FET/CREB fusion, CNS CIC rearrangement sarcomas and primary intracranial sarcoma with DICER1 mutant, according to the 2021 WHO classification of CNS tumors. Now, regarding the various morphological forms of CNS tumors. Zhao Z. et al. [18] provide evidence that diffuse gliomas are the most common and lethal primary tumors of the CNS. The authors emphasize that the latest 2021 WHO classification of CNS tumors has significantly changed the approach to diagnosis and decision-making. As part of the Chinese Glioma Genome Atlas project, the researchers' goal was to provide genomic profiling of gliomas in a Chinese cohort. Over the past decade, 286 gliomas of varying degrees of malignancy have been collected. The Illumina HiSeq platform generated more than 75.8 million high-quality paired-end 150-bp reads per sample, for a total of 43.4 billion reads. Colleagues also collected clinical and pathological information from each patient and used it to annotate their genetic data. All patients were diagnosed and classified by a neurologist according to the new classification. This dataset provides important reference information for researchers and will significantly advance the understanding of glioma. Next, about germ cell tumors. As indicated by Kong Z. et al. [19], germ cell tumors of the CNS are fairly rare intracranial tumors that are mainly found in pediatrics, with significant differences in incidence depending on region and gender. Histologically, germ cell tumors of the CNS can be divided into germinomas and nongerm cell tumors. The molecular pathology of CNS germ cell tumors, especially germinomas, is mainly based on the presence of isochromosome 12p, gain of KIT gene function, and a globally low DNA methylation profile. Diagnosis and differential diagnosis are made using imaging, detection of tumor markers, surgical biopsy, and cerebrospinal fluid cytology. Germinomas are often treated with whole-ventricular radiation therapy or neoadjuvant chemotherapy combined with reduced-dose wholeventricular radiation therapy, whereas non-germ cell tumors are primarily treated with chemotherapy, IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 79 at the end of the reporting year amounted to 110790 people, with an increase of 6.6% (2021 - 103,935 people, +4.4%) (form No. 7). The share of this category of patients or five-year survival rate for malignant neoplasms with an upward trend is 55.3% (55.0% in 2021). We cannot ignore such an important clinical aspect as the coverage in the Republic of Kazakhstan of special treatment for patients diagnosed with a malignant neoplasm of the CNS for the first time in their lives. At the end of 2022, the absolute number of people who completed specialized treatment was 334 people, with even more continuing treatment - 344 patients. The following results were obtained in percentage terms by methods and types of treatment. Only 19.8% of patients received surgical treatment, only radiation – 16.8%, only medication – 4.8%, combined – 31.4%, complex – 21.9% and chemoradiation – 2.1%. Further regarding the five-year survival rate of patients. As for CNS tumors, at the end of 2022, 4,730 people were registered at the dispensary, or 24.3 per 100 thousand population. At the end of 2021 - 4487 patients or 23.5 per 100 thousand population, respectively. At the same time, the mortality rate of the observed contingents in 2022 decreased compared to the previous year and amounted to 6.7% in 2022 (8.1% in 2021). The five-year survival rate of patients with CNS tumors was 55.6% in 2022 and 54.2% in 2021 [40]. Summarizing the above, we can conclude that malignant neoplasms of the CNS occupy a significant place among all existing malignant tumors of other localizations. At the same time, despite the small percentage of patients detected at stage IV, taking into account a number of factors, early diagnostic indicators do not allow oncologists to “sleep peacefully”, since locally advanced stage III, which significantly predominates over all stages, in addition to its prevalence itself, gives a large number of complications in connection with the location of vital centers and tissue structures near the primary focus and locoregional metastases. The variability and veiling of symptoms, its similarity with various non-core processes, leads to neglect of the disease. All this requires both oncologists and, first of all, primary health care workers and, of course, neurologists to increase the level of oncological alertness, inform the population about early symptoms that may indicate this pathology or the onset of proliferative changes and carrying out high-tech diagnostic measures and, as a result, timely treatment. People at risk due to a genetic factor are recommended to visit a neurologist annually and, if necessary, undergo examination. The new version of the WHO CNS5 Tumor Classification has opened up a number of possibilities for the interpretation of clinical data, as well as major changes that increase the role of molecular diagnostics in the classification of CNS tumors and discoveries of diagnostic, prognostic and therapeutic value by informing specialists about molecular and practical approaches to CNS tumor taxonomy. The molecular mechanisms of oncogenesis have been systematized. Both updated recommendations regarding diagnostic criteria for CNS tumors and new tumor types and subtypes are presented, some of which are based on new diagnostic technologies such as DNA methyloma profiling. An epidemiological assessment of the situation with tumors of the central nervous system in our country suggests that there are sometimes significant differences between regions not only in morbidity rates, but also in the parameters of early diagnosis and mortality from this pathology. In connection with the above, this pathology continues to be a serious problem of modern clinical oncology. References 1 Klinicheskij protokol diagnostiki lechenija «Dobrokachestvennye i zlokachestvennye novoobrazovanija central'noj nervnoj sistemy» - Odobren Ob#edinennoj komissiej po kachestvu medicinskih uslug Ministerstva zdravoohranenija Respubliki Kazahstan ot «08» sentjabrja 2023 goda, Protokol №189. – 44 s (In Russ.). 2 Salari N., Ghasemi H., Fatahian R., Mansouri K., Dokaneheifard S., Shiri M.H., Hemmati M., Mohammadi M. The global prevalence of primary central nervous system tumors: a systematic review and meta-analysis. 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Hematol Oncol Clin North Am. 2020 Feb;34(1):13-28. doi: 10.1016/j.hoc.2019.08.015. 36 Diehl C.D., Halasz L.M., Wilkens J.J., Grosu A.L., Combs S.E. The Role of Particle Therapy for the Treatment of Skull Base Tumors and Tumors of the Central Nervous System (CNS). Top Magn Reson Imaging. 2019 Apr;28(2):49-61. doi: 10.1097/RMR.0000000000000197. 37 Roy P.K., Rajesh Y., Mandal M. Therapeutic targeting of membrane-associated proteins in central nervous system tumors. Exp Cell Res. 2021 Sep 15;406(2):112760. doi: 10.1016/j.yexcr.2021.112760. 38 Jacus M.O., Daryani V.M., Harstead K.E., Patel Y.T., Throm S.L., Stewart C.F. Pharmacokinetic Properties of Anticancer Agents for the Treatment of Central Nervous System Tumors: Update of the Literature. Clin Pharmacokinet. 2016 Mar;55(3):297-311. doi: 10.1007/s40262-015-0319-6. 39 Gatson N.T.N. Managing Central Nervous System Tumors During Pregnancy. Continuum (Minneap Minn). 2022 Feb 1;28(1):122-146. doi: 10.1212/CON.0000000000001107. 40 Kaidarova D.R., Shatkovskaya O.V., Ongarbayev B.T., Seisenbayeva G.T., Azhmagambetova A.E., Zhylkaidarova A.Zh., Lavrentieva I.K., Sagi M.S. Indicators of the oncology service of the Republic of Kazakhstan, 2022: statistical and analytical materials – Almaty, 2023. – 430 p. IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 82 Pedagogical sciences Introduction Inclusive education has become a central principle in contemporary pedagogy, emphasizing equal access to high-quality learning opportunities for all students, including those with Special Educational Needs (SEN). Despite ongoing efforts to create inclusive classrooms, many SEN learners continue to face academic barriers such as difficulties with information processing, limited attention span, reduced motivation, and challenges in traditional classroom environments that rely heavily on verbal instruction and manual laboratory work [1]. These obstacles often lead to lower academic achievement, decreased engagement, and reduced confidence in their learning abilities. Therefore, finding effective instructional approaches that address diverse learning needs remains a critical priority for educators. The rapid advancement of digital technologies has transformed teaching and learning practices across educational systems worldwide. Among these innovations, virtual learning environments and simulation-based tools have gained prominence for their ability to provide interactive, flexible, and visually rich educational experiences [2]. Virtual laboratories, in particular, offer students opportunities to ENHANCING ACADEMIC PERFORMANCE OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS THROUGH VIRTUAL LABORATORY ENVIRONMENTS Absattarova Assel Kalaukyzy 2nd-year master’s student, SDU University, Kaskelen, Republic of Kazakhstan Yilmaz Halit Satilmis Candidate of Pedagogical Sciences, Associate Professor, SDU University, Kaskelen, Republic of Kazakhstan Gulmira Bekenova Candidate of Chemical Sciences, Associate Professor, SDU University, Kaskelen, Republic of Kazakhstan Raikhanova Danara Kurmanovna Master of Arts, Senior Lecturer, SDU University, Kaskelen, Republic of Kazakhstan Abstract This study examines the effectiveness of virtual laboratory environments in enhancing the academic performance of students with Special Educational Needs (SEN). The relevance of the research lies in the growing demand for inclusive educational tools that support diverse learning needs, and the purpose is to determine how virtual labs contribute to improved understanding, engagement, and independence among SEN learners. A mixed-method approach was used, combining preand post-test assessments with observations, interviews, and performance analytics to evaluate both academic outcomes and learning behaviors. The results indicate significant improvements in conceptual understanding, task completion accuracy, and the application of scientific knowledge following the integration of virtual laboratories. Students demonstrated higher motivation, sustained engagement, and increased autonomy during learning tasks. Accessibility features such as simplified navigation, multimodal feedback, and adjustable visual settings were particularly effective in supporting learners with cognitive, sensory, and attention-related challenges. Statistical analyses confirmed meaningful gains in performance, while qualitative insights highlighted positive shifts in students’ confidence and willingness to experiment. The study concludes that virtual laboratory environments provide an inclusive, flexible, and effective platform for supporting SEN learners in science education. Their practical significance lies in the potential to enhance educational accessibility, personalize learning processes, and create safer, more engaging opportunities for scientific exploration in inclusive classrooms. Keywords: virtual laboratories, special educational needs, inclusive education, digital learning tools, academic performance, accessibility IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 83 conduct experiments, manipulate variables, and visualize complex scientific processes without the constraints of physical laboratory resources. Their accessibility features including adjustable difficulty levels, multimodal feedback, and customizable interfaces make them especially promising for learners who require differentiated instruction [3]. Although numerous studies have documented the benefits of virtual laboratories in enhancing conceptual understanding and developing inquiry skills among general education students, research focusing on their impact on SEN populations remains limited. Existing literature often overlooks how virtual labs can be adapted to meet the cognitive, sensory, and behavioral needs of SEN learners, as well as how these tools influence their academic performance. This gap highlights the importance of examining virtual laboratory environments not only as modern educational resources, but as inclusive technologies capable of removing learning barriers. The purpose of this study is to investigate the role of virtual laboratory environments in enhancing the academic performance of students with Special Educational Needs. The research aims to determine how virtual labs support students’ understanding of subject content, increase their engagement and motivation, and provide accessible, individualized learning opportunities. By exploring these aspects, the study seeks to contribute to the ongoing development of inclusive teaching practices that leverage technology to meet the diverse needs of all learners [4]. This study is guided by several key research questions that seek to clarify the role of virtual laboratory environments in supporting students with Special Educational Needs. The investigation aims to determine whether virtual labs enhance academic performance, how they influence students’ understanding of subject content, and to what extent they affect engagement, motivation, and learning independence. In addition, the research explores which specific accessibility features within virtual laboratory tools are most beneficial for different categories of SEN learners [5]. Based on theoretical foundations and preliminary observations, the study proposes several hypotheses. It is assumed that students with SEN who participate in virtual laboratory activities will demonstrate higher academic performance compared to peers using traditional instructional methods. Virtual labs are also expected to improve conceptual understanding by offering visual, interactive, and multimodal learning experiences. Furthermore, virtual laboratory environments are hypothesized to increase student motivation and reduce learning-related anxiety by allowing self-paced exploration in a safe and controlled space. Finally, it is anticipated that accessibility-oriented virtual lab features will effectively accommodate diverse SEN needs, thereby promoting greater independence and successful task completion. The significance of this study extends to multiple groups involved in the development and implementation of inclusive education. For educators, the research provides valuable insights into effective teaching strategies that incorporate virtual laboratory environments to support students with SEN. By understanding how these tools enhance academic performance and engagement, teachers can create more accessible and engaging learning experiences within mainstream classrooms. For policymakers, the findings highlight the importance of investing in digital infrastructure and accessibility-focused technologies that promote equitable learning conditions. Demonstrating the positive impact of virtual labs on SEN learners supports the development of policies that prioritize inclusivity, technological integration, and resource allocation in schools. For instructional designers, the study underscores the need to develop virtual laboratory platforms that include robust accessibility features such as adjustable complexity, multimodal feedback, alternative navigation methods, and customizable interfaces. These considerations are essential for ensuring that virtual labs are suitable for learners with diverse cognitive, sensory, and behavioral needs. Literature Review Inclusive education frameworks emphasize the right of learners with special educational needs (SEN) to equitable, meaningful participation in academic settings. However, traditional instructional spaces especially those reliant on physical laboratory work, direct sensory engagement, and rigid pedagogical structures often create intellectual, sensory, and environmental barriers that restrict full participation [5]. For learners with ADHD, SLD, ASD, physical disabilities, or sensory impairments, standard laboratories may pose safety risks, require fine motor precision, rely on inaccessible multimodal cues, or fail to provide individualized scaffolding. These limitations stem partly from conventional cognitivist assumptions that treat learning as an internal, brain-bound process, overlooking how cognition emerges through interactions with tools, environments, and the body. Their argument establishes the necessity for redesigned learning settings that are responsive to bodily, perceptual, and contextual diversity. The 3E model embodied, enacted, and IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 84 environmentally scaffolded cognition provides a foundational paradigm for rethinking how learning environments can support diverse learners through adaptive, multimodal, and dynamic conditions [6]. This shift toward relational, embodied learning directly informs the development of digital environments such as virtual laboratories, metaverse classrooms, and XR-mediated learning experiences. These technologies do not merely supplement existing pedagogies they reconfigure the environment itself, offering new forms of access, interaction, and cognitive support that traditional classrooms cannot provide. Virtual laboratories have become central to inclusive STEM education because they offer controlled, accessible, and highly customizable environments capable of accommodating the diverse learning needs of students with special educational needs. Research by Abdurazova et al. demonstrates that virtual chemistry laboratories, in particular, remove many of the physical, sensory, and cognitive barriers that traditionally hinder SEN learners from fully participating in experimental activities [7]. Within these digital environments, students can manipulate experimental variables, visualize molecular or microscopic processes that would otherwise be inaccessible, and repeat procedures as often as necessary to build understanding and confidence. The flexibility of virtual laboratories is especially important for learners with disabilities, as the environment can be adapted through enhanced visual representations such as magnification features, high-contrast interfaces, or animated reaction sequences that compensate for visual processing difficulties. In addition, auditory descriptions, text-to-speech functions, and narrated explanations provide crucial support for students who rely on non-visual pathways to interpret chemical phenomena. Learners with motor impairments benefit from interfaces designed to reduce fine-motor demands, replacing the physical manipulation of fragile equipment with simplified digital controls that maintain the conceptual integrity of laboratory procedures. Virtual laboratories also assist students with cognitive or neurodevelopmental difficulties by incorporating structured task sequences, step-by-step guidance, and built-in corrective prompts that lower cognitive load and reduce the likelihood of procedural errors. Together, these multimodal adaptations allow SEN learners to engage deeply with scientific experimentation in ways that are often not feasible in conventional laboratory settings, thereby supporting greater scientific literacy, increased autonomy, and more equitable participation in STEM learning [8]. Research further demonstrates that virtual laboratories contribute significantly to conceptual understanding, procedural accuracy, and the development of scientific reasoning, largely because they allow learners to investigate chemical processes without the physical hazards, sensory overload, or resource constraints characteristic of traditional laboratory settings. When students are freed from the risks associated with chemicals, open flames, and fragile equipment, they are able to focus more effectively on underlying scientific principles, repeat experiments as needed, and develop a more coherent understanding of chemical phenomena [9]. At the same time, the author notes that the successful implementation of virtual laboratories depends heavily on systematic teacher training and intentional inclusive design; many existing platforms still lack robust accessibility features, multimodal supports, or pedagogical guidance aligned with diverse learner profiles. While empirical and practice-oriented evidence demonstrates the effectiveness of virtual labs, complementary work offers a comprehensive structural framework for designing inclusive online laboratory environments. The model emphasizes a modular architecture that allows tasks, interface elements, and resources to be flexibly adapted to the needs of different learners. It also integrates multiple accessibility pathways, including alternative text, adjustable visual layouts, enhanced audio and visual channels, and compatibility with assistive technologies, ensuring that students with sensory, cognitive, or motor impairments can participate fully [10]. Furthermore, their approach outlines adaptive user scenarios tailored for students with visual, auditory, musculoskeletal, and neurodevelopmental challenges, and incorporates embedded support mechanisms such as detailed instructions, multimodal feedback, and intuitive navigation cues. Together, these design considerations illustrate how inclusive virtual laboratories can be systematically engineered to meet the complex needs of SEN learners, extending beyond mere digital replication of physical labs to function as fully accessible, pedagogically guided learning ecosystems. This design-oriented contribution fills a critical gap: while many studies explore virtual labs’ benefits, fewer provide explicit frameworks guiding how these environments must be structured to meet diverse SEN needs. By defining accessibility and multimodality as inherent design constraints not optional add-ons the model establishes criteria that support both universal design and individualized learning pathways. Individualized learning pathways are further reinforced by the broader body of research demonstrating the effectiveness of immersive and intelligent technologies for supporting cognitive, perceptual, IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 85 and behavioral needs in SEN populations. The discussion extends beyond laboratory-based contexts and shows how extended reality (XR), artificial intelligence, and mobile learning tools function as powerful scaffolds for learners with diverse neurocognitive profiles. Case studies reveal that immersive, embodied tasks such as augmented-reality literary exploration for students with specific learning disabilities or virtual-reality geometric modeling promote deeper engagement and facilitate conceptual understanding through direct sensorimotor interaction. For learners with ADHD, the use of mobile applications and AIgenerated prompts provides real-time guidance that strengthens attention regulation, enhances executive functioning, and helps maintain task-related motivation. For students on the autism spectrum, AIdriven conversational agents offer personalized emotional and instructional support, creating a bridge between home and school environments and enabling caregivers to refine communication strategies in response to the learner’s needs. These insights directly reinforce the pedagogical value of virtual laboratories for SEN education, as many of the same mechanisms spatially grounded interaction, adaptive feedback, multimodal sensory input, and embodied engagement are foundational to effective scientific simulation. XR and VR technologies, for example, enhance spatial cognition and allow learners to manipulate and interpret complex scientific structures in three-dimensional contexts, while AI tools delivering immediate, context-sensitive feedback help reduce cognitive overload during intricate experimental procedures. The multimodal sensory stimuli characteristic of immersive environments also increase attentional continuity and sustain engagement, which are critical for inquiry-based tasks that require iterative exploration and problem-solving. Finally, embodied interaction supports the construction of robust conceptual models of scientific processes, aligning closely with the visual-interactive nature of virtual laboratory interfaces and strengthening the theoretical basis for their use as inclusive learning environments. A critical component connecting virtual environments with improved academic outcomes is the psychological pathway that operates through learning motivation and sustained engagement. Empirical evidence shows that metaverse-based learning environments enhance academic performance through a sequential mechanism in which immersive, interactive features stimulate intrinsic learning motivation, and this heightened motivation subsequently increases behavioral engagement. In their structural-equation model, engagement emerges as the strongest predictor of academic success, with a pronounced effect size (β = 0.882*), underscoring its central role in shaping measurable learning outcomes. While this research focuses specifically on metaverse platforms rather than virtual laboratories, the underlying dynamics are clearly transferable. Both metaverse environments and virtual laboratories share core characteristics that research consistently associates with improved learning trajectories, including personalization of the learning experience, sensory-rich and multimodal interaction, opportunities for autonomous exploration, and inquiry-driven tasks that immerse learners in experiential problem-solving. These shared affordances activate similar motivational processes: immersive design elements capture learners’ attention, adaptive pacing supports autonomy, and interactive manipulation of content fosters a sense of competence [10]. As a result, virtual laboratories like metaverse environments possess the capacity to enhance motivation and engagement in ways that are particularly beneficial for SEN learners, who often require environments that minimize cognitive load while maximizing clarity, interactivity, and emotional relevance. For learners with special educational needs, who frequently experience difficulties such as reduced sustained attention, heightened anxiety, and low academic self-efficacy, motivation becomes a determining factor in whether accessible learning environments can effectively translate into measurable academic gains. The motivational-engagement pathway therefore provides essential psychological validation for understanding how virtual laboratories can support SEN learners: when immersive features increase intrinsic motivation, learners are more likely to sustain engagement, and engagement, in turn, leads to improved academic performance [11]. When considered alongside the broader body of research, these findings contribute to a unified theoretical and empirical framework explaining why virtual laboratory environments hold particular pedagogical value for this population. The evidence indicates that virtual laboratories enhance academic outcomes for SEN learners through three interrelated mechanisms. First, they provide accessibility and environmental adaptation by removing physical, sensory, and procedural barriers, thus enabling equitable participation in laboratory tasks. Second, they support embodied and multimodal cognition by allowing learners to engage with scientific content through interactions that strengthen perception, attention, and conceptual reasoning. Third, they activate the motivation-engagement-achievement pathway, whereby immersive and adaptive digital environments elevate motivation and sustain engagement, which collectively produce improved academic performance. Taken together, these converging lines of evidence show that virtual laboratories are far more than digital analogues of physical lab spaces; they function as inclusive, embodied, and motivational ecosystems that IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 86 fundamentally reshape the learning opportunities available to students with special educational needs, offering accessible and cognitively supportive conditions that enhance both participation and achievement [12]. Methods This study utilizes a mixed-method research design that combines quantitative and qualitative approaches to examine the impact of virtual laboratory environments on the academic performance of students with Special Educational Needs. The quantitative component analyzes changes in academic achievement through preand post-intervention assessments, while the qualitative component investigates learner experiences, engagement, and perceptions through classroom observations and semi-structured interviews [13]. By integrating both types of data, the study provides a comprehensive understanding of not only the outcomes but also the learning processes and accessibility factors that shape students’ interactions with virtual laboratory tools. The participants of this study are students formally identified as having Special Educational Needs. This includes learners with learning disabilities, attention-related difficulties such as ADHD, mild intellectual disabilities, and sensory impairments like low vision or hearing challenges. All participants are enrolled in inclusive classroom settings and possess basic computer literacy necessary to navigate virtual laboratory tools. Participation is voluntary, and parental or guardian consent is obtained for each student. These criteria ensure that the study focuses on learners who can meaningfully engage with both the digital tools and the instructional context. The virtual laboratory tools incorporated in this study include platforms such as PhET Interactive Simulations, Labster, and other science-oriented educational software designed to support interactive experimentation. These tools enable students to manipulate variables, observe scientific processes, and conduct virtual experiments in a safe, accessible environment. The selected platforms offer a range of accessibility features, including adjustable difficulty levels, multimodal feedback, audio narration, closed captions, text-to-speech options, high-contrast visual modes, and simplified navigation interfaces. These features are essential to ensuring that learners with cognitive, sensory, or attention-related needs can fully engage with the virtual lab activities and benefit from individualized, flexible learning experiences. The procedure for this study unfolds in three stages. First, a pre-test is conducted to establish a baseline of students’ academic performance before the introduction of virtual laboratory environments. This assessment focuses on measuring students’ initial understanding of key scientific concepts and their ability to complete related tasks. Following the baseline assessment, the intervention phase begins, during which students participate in a series of virtual laboratory activities integrated into their regular lessons. These activities allow learners to engage with simulations, conduct experiments, and explore scientific processes through interactive digital tools. After the intervention, a post-test is administered to evaluate changes in academic performance, supported by observational measures that document students’ behavior, engagement, and interactions during the virtual lab activities. This three-step procedure ensures that both performance outcomes and learning behaviors are captured systematically. Data for the study are collected using a combination of tools designed to measure both quantitative outcomes and qualitative insights. Standardized tests or teacher-designed assessments are used to evaluate academic performance before and after the intervention. Observation checklists allow the researcher to monitor students’ engagement, task completion, and use of accessibility features within the virtual lab environment. The data analysis involves both quantitative and qualitative methods. Quantitative data from preand post-tests are analyzed using descriptive and inferential statistical techniques to determine whether significant improvements occurred following the intervention. Comparative analyses examine differences in performance before and after the use of virtual labs, while additional statistical tests may be applied to identify trends or effect sizes. Ethical standards are prioritized throughout the study to ensure the safety, dignity, and rights of all participants. Informed consent is obtained from parents or guardians, and participants are assured that their involvement is voluntary. Confidentiality is maintained by anonymizing all personal information and storing data securely. Special attention is given to ensuring appropriate accommodations for students with Special Educational Needs, including providing additional instructions, flexible timing, or assistive technologies when necessary. These considerations ensure that all students can participate comfortably and equitably in the study. Results Analysis of pre-test and post-test scores demonstrates a clear improvement in the academic performance of students with Special Educational Needs after participating in virtual laboratory activities. IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 87 Prior to the intervention, many students showed limited understanding of scientific concepts and struggled with completing laboratory tasks independently. Their performance indicated difficulties with following sequential steps, interpreting visual representations, and applying learned information in problem-solving contexts. Following the intervention, post-test results reveal significant progress across all domains assessed. Students showed increased accuracy in solving scientific problems, improved comprehension of abstract concepts, and greater ability to apply knowledge to new situations. The interactive features of the virtual lab such as real-time feedback, guided instructions, and multimodal explanations appeared to enhance their learning efficiency and reduce cognitive load. Table 1. Pre-Test and Post-Test Academic Performance Scores Academic Indicator Pre-Test Mean Post-Test Mean Change Interpretation Concept Understanding 2.4 3.6 +1.2 Strong improvement in grasping main ideas Task Completion Accuracy 2.7 3.8 +1.1 Students solved more tasks correctly Application of Scientific Knowledge 2.3 3.5 +1.2 Better ability to apply learning Overall Academic Performance Score 2.5 3.7 +1.2 Overall academic performance improved The results indicate that virtual laboratory environments supported measurable academic gains. Students who initially struggled with understanding scientific processes were able to internalize content more effectively after interacting with simulations. Beyond assessment scores, observational data and performance analytics highlight qualitative improvements in conceptual understanding and task execution. During the pre-intervention phase, many students demonstrated hesitation when completing hands-on or theoretical tasks due to fear of errors, limited visualization skills, or difficulty following instructions. Their conceptual explanations were often incomplete or dependent on teacher support. After the introduction of virtual labs, students showed increased confidence and autonomy. The ability to repeat an experiment without penalty, adjust variables freely, and visualize processes step-bystep helped them explore scientific concepts at their own pace. This reduced anxiety, promoted curiosity, and strengthened comprehension. Task completion also improved substantially. Students were able to follow instructions more accurately, complete steps in the correct sequence, and troubleshoot minor errors independently. Accessibility features such as visual cues, simplified menus, and guided prompts were particularly beneficial for learners with attention or processing difficulties. Table 2. Improvements in Conceptual Understanding and Task Completion Learning Aspect Before Intervention After Intervention Observed Change Ability to Explain Scientific Concepts Limited, unclear, dependent Clearer explanations, more detail Marked improvement in conceptual clarity Accuracy in Experiment Simulation Moderate accuracy, frequent errors High accuracy, fewer errors Students interact more precisely with simulations Independence in Completing Tasks Low–Moderate, support required Moderate–High, more autonomy Greater independence and confidence Use of Accessibility Features Minimal or inconsistent Frequent, purposeful use Students rely on features to support understanding Engagement and Motivation Low engagement, hesitancy High engagement, active interest Increased motivation to explore virtual experiments These findings suggest that virtual laboratory environments not only improved students’ academic outcomes but also positively influenced their learning behaviors, emotional comfort, and overall engagement. The combination of interactivity, immediate feedback, and visual support provided a more inclusive and accessible learning experience for SEN learners. The introduction of virtual laboratory environments resulted in clear positive changes in students’ engagement, motivation, and independence. Prior to the intervention, many learners with SEN displayed low levels of participation during traditional lessons. They often hesitated to interact with physical lab equipment or avoided tasks that required complex instructions, which contributed to decreased motivation and dependence on teacher support. Following the implementation of virtual labs, students showed visibly higher engagement. The interactive nature of the simulations, the ability to manipulate variables freely, and the presence of immediate visual feedback captured their attention and sustained it for longer periods. Learners actively explored digital experiments, repeated procedures by choice, and showed curiosity about how different IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 88 variables influenced outcomes. Motivation also increased significantly. Students reported feeling more confident, less anxious, and more willing to experiment without fear of making mistakes. The safe, controlled environment of the virtual lab allowed them to take risks, which they rarely attempted during traditional lessons. Gamified elements such as progress markers, auto-feedback, and visually appealing simulations contributed to this heightened motivation. Furthermore, students demonstrated growing independence. Over the course of the intervention, they relied less on teacher assistance and were able to navigate the virtual lab platforms more autonomously. They completed tasks without repeated reminders, followed sequential instructions more accurately, and used accessibility tools to overcome individual learning challenges. This development in independence indicates that virtual environments empowered learners to take ownership of their learning processes. Table 3. Changes in Engagement, Motivation, and Independence Behavioral Indicator Before Intervention After Intervention Observed Change Engagement During Lessons Low or inconsistent participation Active, sustained engagement Strong improvement in attention and participation Motivation to Learn Hesitant, low confidence Increased enthusiasm and willingness to try Students became more eager to explore and experiment Independence in Learning High dependency on teacher support Greater autonomy in completing tasks Students worked more independently and confidently Response to Mistakes Fearful, avoidance of challenging tasks Comfortable experimenting and retrying Students viewed mistakes as part of the learning process These results illustrate that virtual labs not only enhanced performance but also reshaped learning attitudes, helping students become more motivated, engaged, and independent learners. The virtual laboratory environments provided a range of accessibility benefits that supported students with various types of Special Educational Needs. These benefits were especially evident among learners who typically struggle with traditional instructional formats due to cognitive, sensory, or attentional challenges. For students with visual impairments, features such as high-contrast modes, enlarged icons, zoom functions, and screen-reader compatibility enabled them to navigate simulations more effectively. Visual cues, color highlights, and clear graphical representations helped them comprehend scientific processes that were otherwise difficult to follow in a physical lab setting. Students with auditory impairments benefited from closed captions, text-based instructions, and visual animations that supplemented or replaced spoken explanations. Since virtual labs rely heavily on visual interaction, these students were able to fully engage in activities without missing important information. Learners with learning disabilities, including dyslexia or processing difficulties, experienced enhanced accessibility through simplified instructions, step-by-step guidance, multimodal explanations (text, audio, and visuals), and repetition options. These features reduced cognitive load and supported their ability to follow tasks at their own pace. Students with attention-related difficulties such as ADHD also benefited significantly. The structured layout of virtual labs, combined with interactive elements that required active participation, helped maintain their focus. Immediate feedback and clearly segmented tasks reduced frustration and prevented disengagement. Table 4. Accessibility Benefits for Different SEN Categories SEN Category Key Challenges in Traditional Labs Accessibility Benefits in Virtual Labs Visual Impairments Difficulty seeing tools, diagrams, text High contrast, zoom, enlarged icons, audio support, visual highlights Auditory Impairments Missing verbal explanations Captions, written instructions, visual simulations Learning Disabilities Trouble processing complex steps or text Simplified instructions, step-by-step prompts, multimodal content Attention Difficulties Distractibility, difficulty completing tasks Interactive tasks, structured layout, immediate feedback, clear progression Mild Intellectual Disabilities Slow comprehension, need for repetition Self-paced learning, repeatable experiments, supportive visual representations These findings emphasize that virtual laboratory environments offer inclusive, adaptable learning conditions that cater to the diverse needs of SEN learners. By providing individualized support, accessible tools, and flexible learning options, virtual labs help reduce barriers that traditionally prevent students IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 95 Analyze the advantages and challenges faced by teachers when integrating artificial intelligence tools into chemistry teaching. Research Questions: What types of AI-supported applications are currently integrated into chemistry teaching, and how are they used by educators? What are the perceived benefits and challenges of integrating AI-supported applications in chemistry teaching? This research is significant because it informs us about how the function of AI in chemistry pedagogy is developing and what those teachers who implement these tools really think about it. Knowing their views and concerns will help develop more effective professional development strategies and encourage policy makers to advance the digital revolution in science education. In addition, the findings contribute to a global discussion about the use of AI in education, as they provide an element of evidence relevant to the field of chemistry teaching, which remains a relatively underrepresented field. LITERATURE REVIEW There is growing concern for the application of AI in chemical instruction. In a report by Huwer et al. (2025) AI is having a revolutionary effect on chemical research as well as learning chemistry. In their theoretical article, the authors differentiate three closely interconnected fields: research into the use of AI in chemistry (study of the role of AI in modern scientific success), use of AI in education (implementation of AI tools, e.g., virtual laboratories, adaptive learning systems or content creators to optimize the learning process) and training personnel to collaborate with AI (building skills among prospective specialists and instructors for effective and ethical collaboration with AI tools). Success in the application of AI in the educational process, as the authors view, is caused not only by technical opportunities, but also by the level of teachers' qualification, including the understanding of ethical principles, the ability to identify the reliability of information and familiarity with techniques of curricula development. Huwer et al. (2025) emphasize the importance of incorporating specialist training in the domain of AI into teacher education programs, which will make support available for researchbased learning and avoid oversimplification of students' intellectual activity (Huwer et al., 2025). Moreover, recent chemistry education literature shows that AI tools are increasingly being used by students. In Bauyrzhan & Zhylysbaeva's (2025) study, it was shown that most university students are already making use of AI-driven tools such as ChatGPT and virtual labs, and they find these tools useful for understanding chemical concepts and solving problems. Students have concerns about the accuracy, overuse, and ethics of artificial intelligence, which highlights the need for human guidance in learning. The findings suggest that qualified educators should use sound teaching methods to integrate AI responsibly in chemistry education (Bauyrzhan & Zhylysbaeva, 2025). As a result, it is important to explore how AI-based apps can be used in chemistry teaching so that technology supports teaching and leads to meaningful learning. Hammoud (2025) sheds light on the relatively unexplored territory of chemistry teachers' personal knowledge, attitudes, and expectations regarding the integration of AI into learning. In a descriptive and analytical survey of 285 Lebanese chemistry teachers, participants self-rated their AI literacy, perceived opportunities, and anticipated challenges in introducing AI into chemistry education. The results showed that teachers lack factual information about AI technologies but are mostly positively inclined: many see it as a promising technology for supporting learning (for example, through individualized feedback, more engaging learning content, and more effective content creation). At the same time, teachers also identified a number of concerns, including lack of training, reliability and accuracy of AI results, infrastructural constraints, and fear of over-dependence on the students' side. The author argues that the mismatch between teacher enthusiasm and technical preparedness highlights the need for targeted professional development, AI tools embedded in curricula, and pedagogically sound support structures. The study highlights that using AI successfully in chemistry teaching depends mainly on teachers' willingness, not just on having the right tools. To move from ideas to effective practice, researchers should focus more on teachers' beliefs, how they match content with AI, planning strategies, and providing ongoing support. The use of AI in chemistry and science education has increased rapidly, especially since 2021 (Erümit & Sarıalioğlu, 2025). Erümit and Sarıalioğlu’s (2025) review brings together research from 2014 to 2024 on how AI is used in chemistry and science classrooms. They found 18 studies that show AI educational innovations have spread quickly in the last five years. Most studies used mixed methods or quasiexperimental designs with secondary students, university students, or teachers. The research looked at tools like ChatGPT, chatbots, virtual labs, simulations, and AI-based assessment systems. These tools help IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 96 with online learning, make learning easier, offer different ways to learn in labs, support interdisciplinary experiences, and encourage personalized learning. The review reveals that AI-enhanced environments reinforce concept understanding, promote independent learning, and enhance student engagement through personalization and interactive feedback. It also reveals some serious issues like ethical concerns, algorithmic bias, over-reliance of students on automatic feedback, and poor infrastructure in schools. It is interesting that the authors emphasize that AI has to be properly integrated by pedagogical coherence with the aims of teaching and educating teachers in order to develop technological as well as critical literacy. They propose future research agendas on applications with reference to particular disciplines, more specifically chemistry, in order to examine how AI tools can be used to support experimental learning, conceptual modeling, and precision in assessment. In this manner, this systematic review provides a helpful theoretical foundation for understanding the state of the art of integrating AI in chemistry teaching. The implications of this research highlight the importance of reaching an equilibrium whereby AI enhances and does not replace the human teaching experience so that technology is applied as a means for augmenting scientific research and not as an end in itself (Erümit & Sarıalioğlu, 2025). In their recent study, Berber et al. (2025) discuss how AI, which is widely utilized in today's chemical research, can be properly applied in the education of chemistry. The authors underscore that AI has already become a significant tool in chemical research, such as predicting molecular properties, reaction development, image analysis, and laboratory systems. They claim that the same technologies can be employed to help students in a more effective grasp of scientific processes in the real world and problemsolving skills based on data. To merge scientific research and teaching, the authors organized a workshop for chemistry teachers hired before and after training, where they provided tangible instances of the application of AI in chemistry. Participants discovered how algorithms help in molecule design, how machine learning predicts reactions, and how AI helps in automating experiments. After the workshop, most teachers reported increased confidence and motivation to incorporate AI themes into instruction. Berber et al. (2025) note that successful implementation of AI into the education of chemistry depends on teachers' technological content knowledge (TCK)-subject matter knowledge combined with digital tools. For example, instructors might use AI-based modeling or molecular imaging software to have students learn reaction mechanisms or predict compound properties. They further indicate that AI should be used in the context of the current fields of chemistry, such as chemical reactions, structure, or synthesis, and not as a subject itself. Research also suggests the need to contemplate the social and ethical implications of using AI, such as data bias, accuracy, and ethical usage of results derived from AI (Berber et al., 2025). Another important contribution to this area is the critical review of Iyamuremye et al. (2024), which reported on how AI and machine learning have been applied in chemistry education over the last couple of years. The authors discussed the main aims, strengths, and weaknesses of using AI/ML in chemistry education in 62 studies published between 2018 and 2024. The results indicated that the majority of implementations take place in higher learning institutions, not in secondary schools; this means that the integration of AI into the teaching of basic chemistry is still in its infancy. The reviewed studies used either mixed or quantitative methods, while the tools employed included virtual laboratory simulators, adaptive learning systems, and intelligent training software. According to the authors, the technologies can personalize learning, offer real-time feedback, and grant students autonomy in learning chemical abstract concepts. In addition, AI-based assessment instruments and generating systems support teachers in designing exercises, testing students' performances, and dealing with differentiated learning in a more effective manner. However, the review also underlines remaining challenges that create obstacles to effective AI integration: the lack of large and high-quality chemistry datasets, poor teacher training, and ethical concerns like data confidentiality, model bias, and overdependence on machine-generated outputs. The authors underline that teacher readiness and computer literacy remain the most critical determinants of effective implementation. They suggest that the next step involves conducting empirical classroom research to determine the effect of AI-facilitated approaches on comprehension, laboratory competence, and motivation across diverse learning environments. Note that the review found the true potential of AI and ML was not merely a product of advances in technology but also of pedagogical alignment-operating within the premise that AI tools enhance and do not replace human learning. Results support the thesis that full application of AI to chemistry education must conjoin technology availability with quality pedagogical design and teacher capability for enhancement of inquiry-based learning and student understanding. IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 97 Damola et al. (2025) investigate how science teachers in general consider and utilise generative artificial intelligence for chemistry education via a descriptive survey approach. The research gathered data from a group of teachers, who then self-evaluated their awareness, benefits and potential challenges of using generative AI in the field of chemistry education. The authors further quote that while only few (61%) of the lecturers have some technical knowledge of technology-based AI tools, they fairly assessed their capability in enhancing chemistry education as high (Damola et al., 2025). The lecturers also know that artificial intelligence can be exploited to generate customizable learning materials, illustrate images corresponding to difficult chemical ideas, assist in problem-solving and make them more interactive. The study points out several barriers to smooth integration, such as poor teacher training, weak digital infrastructure, and ethical concerns like plagiarism, bias, and too much reliance on AI-generated content. Damola et al. (2025) found that successful AI integration depends not just on having the technology, but also on professional development and guidance to help teachers use AI in meaningful, inquirybased learning. Overall, the studies show that while AI can bring major changes to chemistry education, its real success depends on clearly including ethical standards and supporting educators. These values guide both this research and the future of scientific progress. METHODOLOGY Research Design This investigation utilized a quantitative descriptive survey design to study the current use, perceived benefits, and challenges of AI-supported applications in chemistry instruction. A survey methodology was chosen because it is effective for collecting measurable data from relatively large groups of participants and identifying trends and patterns in educational practices. The analysis in this study focused exclusively on closed-ended items, including frequency questions, multiple-choice items, and Likert-scale statements. This is suitable for addressing the research questions with regard to determining which AI tools are used by the teachers, how these are applied, and how teachers perceive their benefits and challenges. Participants The participants were chemistry teachers from secondary and high schools with some experience or burgeoning familiarity with AI-supported educational tools. The population was enumerated by means of convenience samples, on account of the exploratory nature of the research and the fact that access to a national population was limited. Overall, thirty teachers voluntarily completed the survey and the group taken as a whole represented a variety of teaching experience (from 1 year to over 5) and educational levels (bachelor, master, PhD). The participants taught in a variety of school settings and showed differing degrees of educational competence, thus yielding the necessary cross-section of the realities of their present classroom existence. The participation of these individuals thus furnished an authentic overview of current practice in the use of such educational phenomena. Instrument The instruments consisted of a bilingual (Kazakh - English) online questionnaire devised by the experimenter, distributed by means of Google Forms. This questionnaire had six segments: Consent form, where explained the purpose of the study, voluntary nature of participation, confidential nature of replies, risk elements associated with the research. The participants by clicking “Agree” indicated their consent. Demographic information, such as items concerning gender, teaching experience, educational level. Types and frequency of use, where multiple-choice and frequency questions to ascertain: which AIsupporting tools teachers are currently using and how frequently these tools are being used. The overall nature of their use in lessons. Statements on a five-point Likert-type scale (1=strongly disagree – 5=strongly agree) for desirable impacts, such as “AI makes the teaching of chemistry more interesting,” and etc. A list of the common problems. Procedure The online survey was given to professional teacher organizations, via e-mail and by the invitation method. Before answering, participants read the consent process and whether they were accepted by digital means. Only persons giving their consent were allowed to continue to answer the questionnaire. The questionnaire took approximately 4-5 minutes to complete and was open for 2 weeks. No personal identifiers (names, names of schools, contact addresses, etc.) were taken. All responses were IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 98 automatically stored in Google Sheets and exported for analysis. The bilingual version improved accessibility and ease of responding from participants having differing language preferences. The researcher followed up the submission process, looking at the progress and completeness of the information, and the application of the evaluation standards of inclusion, before the analysis was carried on. Data Analysis The information was processed by the closed-ended responses as the study used quantitative techniques. The data were examined using descriptive statistics, including frequencies, percentages and mean scores to ascertain which AI tools were used most frequently, how they were operated and general attitudes toward their usefulness and challenges. Ethical considerations The study adhered to the ethical principles of informed consent, voluntary participation and confidentiality. Participants were clearly informed of the objectives of the study, their right to withdraw at any time, and the right to omit any question. No identifying information was collected, and results were kept in a safe place, to which only the researcher had access. All results are reported in aggregate and never identified with the individual respondent. In the informed consent section, it was specifically stated that there were no foreseeable risks involved in their being participants and that the results would be used only for academic and not for more commercial purposes. Results 30 chemistry teachers were involved in the study. Most of the respondents were women (83.3%) and 16.7% were men. The majority (53.3%) were also in their 1‐to‐3 years of teaching, and the second largest group fell into the 3–5 years (13.3%), followed by greater than five years (33.3%). Regarding educational level, the most commonly reported was a Bachelor’s degree (60 %) followed by a Master’s degree (40%). Teachers also reported varying levels of familiarity with AI technologies. About 36.7% of participants said they were very familiar with AI, 43.3% felt moderately familiar, 13.3% were slightly familiar, while only 6.7% said they were not at all familiar. On the whole, data suggest a generally positive awareness of AI tools among participants. Teachers mentioned using a variety of AI-supported applications in their chemistry classes. The most frequent tool used was ChatGPT, 96.7%, followed by Gemini, 46.7%, Kahoot, 80%, and Quizlet, 70%. Other tools used less frequently were Gamma App, 33.3%; Educaplay, 33.3%; ChemCollective, 13.3%; Khan Academy, 10%; and Nearpod, 3.3%. As shown in Figure 1, ChatGPT was significantly more frequently used than the other tools. Figure 1. Types of AI-based tools used by chemistry teachers The frequency at which these tools were used included 43.3% often, 26.7% sometimes, 16.7% very often, and 13.3% rarely. No one responded that they never used AI tools. IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 99 Figure 2. Frequency of AI use Teachers used AI-supported applications for different purposes in teaching. The most common uses were for lesson planning (66.7%), new ideas and preparation of materials (63.3%), explanation of concepts (46.7%), giving feedback (40%), assessment (40%), and laboratory process simulation (40%). Figure 3. Purposes of AI use Likert-scale statements revealed generally positive attitudes toward the usefulness of AI. Most respondents agreed that AI helps save preparation time, increases student motivation, enriches learning materials, and assists in explaining complex concepts. The majority also indicated that AI makes chemistry lessons more engaging and supports differentiated instruction (See Table 1). Table 1. Teachers’ perceptions of the benefits of AI-supported applications Statement Mean (M) SD % Agree (4-5) AI makes chemistry lessons more engaging and interactive 3.70 1.26 56.7% AI helps me save time when preparing learning materials 3.80 1.22 56.7% AI improves students’ understanding of complex concepts 3.33 1.27 43.33% AI allows me to provide individualized feedback 3.37 1.20 46.7% AI enhances students’ motivation and participation 3.37 1.21 43.3% As a result of the participants' responses, several problems were identified related to the use of applications supported by AI: Problems with limited access or technical infrastructure account for the largest number (56.7%). After that, it is also worth paying attention to concerns about the reliability or accuracy of content created using artificial intelligence(46.7% of respondents chose this issue). 36.7% of teachers said that insufficient training or lack of knowledge on how to use artificial intelligence tools is also one of the main problems. As shown in Figure 4, ethical considerations and risks of student abuse (33.3%) and lack of administrative or institutional support (13.3%) are the least likely answers. These challenges highlight the need to improve digital infrastructure and professional support systems to facilitate more effective integration of artificial intelligence tools into chemistry education. IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 100 Figure 4. Reported Challenges in Using AI-Supported Tools Overall, the results show that chemistry teachers are already actively using AI tools and consider them useful, especially to increase efficiency and engagement in the lesson. However, moderate assessments by teachers show that the integration of AI into chemistry teaching remains at an early but promising stage. Discussion This study investigated the current use, perceived benefits, and challenges associated with AIsupported applications in chemistry teaching. The findings provide important insight into how teachers engage with emerging AI tools and what support may be needed to strengthen their integration. RQ1: What types of AI-supported applications are currently integrated into chemistry teaching, and how are they used by educators? The results indicate that the most popular tools used by teachers of chemistry are generalpurpose AI applications rather than more subject-specific applications or modeling tools. This finding confirms Huwer et al. (2025), who believe that AI started to impact both chemical research and chemical education; however, AI integration in teaching depends on teachers' readiness and familiarity with available tools. The less frequent use of special-purpose applications, such as Labster, is possibly due to availability, cost of, or limited infrastructure for, advanced modeling. AI tools have been used to facilitate flexibility in generating content, scaffolding challenging chemistry concepts and providing personalized learning support. Teachers reported using the AI applications for preparation and teaching purposes lesson planning, idea generation, explanation and assessment. These findings are backed up by results from recent studies corresponding with the researchers’ findings Bauyrzhan & Zhylysbaeva (2025) for Damola et al. (2025). It shows that AI makes teachers more productive and helps create more engaging learning materials. The fact that most teachers use it at least occasionally and many quite often indicates that AI recently started to become an important aspect of day-to-day teaching practice. RQ2: What are the perceived benefits and challenges of integrating AI-supported applications in chemistry teaching? According to the Likert-scale results, teachers showed moderately positive perceptions in their evaluation of benefits AI-supported applications provide. The two highest rated benefits of saving time and increasing interest in the lesson suggest that AI is a useful support for routine planning and leading to increased interactivity. This is consistent with research that reports that AI lightens the load for the teachers and enriches lesson materials. For example, Hammoud (2025), who found that chemistry teachers have overall positive perceptions of AI as a technology tool to help improve content creation, lesson presentation, and student engagement and yes in the absence of deep technical expertise. However, the pedagogically related items such as improved understanding, motivation, and individual feedback are rated at more moderate levels of approval. This relatively moderate level of agreement may reflect the limited experience of teachers so far with more advanced uses of AI or lack of confidence in the reliability of AI-generated explanations. For instance, Iyamuremye et al. (2024) believe that while AI might provide personalized learning and support conceptual understanding, these potential benefits depend on teacher readiness and sufficient training. Similarly, Erümit & Sarıalioğlu (2025) reported that the potential of AI-driven environments is often constrained by low teacher confidence in managing AI tools and ethical or technical uncertainties. IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 101 Limitations to aptitude for use include weak infrastructure, believability concerns, poor training and moral sensitivities as identified in this report are consistent with what Damola et al. (2025) and Berber et al. (2025). These scholars note that despite the potential of AI to produce tailored learning content, its adoption in classrooms has been hampered by fragile digital infrastructure, teacher readiness and fears over students developing an overreliance on automated answers. Overall, the moderate ratings of benefit and repeated challenges indicate that while teachers can see the potential in this area, AI use in chemistry teaching remains nascent but parallels what is happening globally. Implications The findings of this study reinforce several recommendations from the literature: ● Targeted professional development is necessary. ● Training for teachers in AI literacy, prompt engineering, and subject-specific pedagogies does indeed need to be structured, as noted by both Huwer et al. (2025) and Berber et al. (2025). ● Digital infrastructure needs to be strengthened. As pointed out by Damola et al. (2025), all schools should have stable internet connectivity, updated devices, and technical support. AI facilities for chemistry should be promoted and developed. Recent works, such as the ones by Iyamuremye et al. (2024) and Erümit & Sarıalioğlu (2025), emphasize discipline-focused AI tools that support experimental learning, conceptual modeling, and inquiry-based instruction. Emphasis should be placed on responsible and ethical AI use. The need to instruct students in the critical and ethical use of AI echoes the concerns noted by Bauyrzhan & Zhylysbaeva, 2025. Conclusion The current study shows that chemistry teachers actively use AI-supported tools, mainly generalpurpose applications, to support lesson planning and instructional delivery. Teachers perceive AI as helpful to enhance engagement and reduce the time needed for preparation; deeper pedagogical benefits are recognized only moderately, however. The deeper use of AI continues to be restricted by structural and pedagogical barriers, including limited training and infrastructure. These findings are in line with the international literature, which consistently shows that AI integration in chemistry teaching is promising but still emerging. Strengthening teacher professional development, improving the digital infrastructure, and further developing AI resources centered on chemistry topics will be crucial for enabling meaningful and responsible uses of AI in chemistry education. References 1. Bauyrzhan, L., & Zhylysbayeva, A. (2025). Exploring the use of artificial intelligence in teaching chemistry at higher education institutions: A systematic analysis and student perspectives. Journal of Educational Sciences, 83(2). https://doi.org/10.26577/JES20258324 2. Berber, S., Brückner, M., Maurer, N., & Huwer, J. (2025). Artificial intelligence in chemistry research: Implications for teaching and learning. Journal of Chemical Education, 102(4), 1445–1456. https://doi.org/10.1021/acs.jchemed.4c01033 3. Damola, F. M., Dayo, U. O., Sheriff, A., Edem, M. E., Daniel, C. N., Ebite, C., & Paul, M. E. (2025). Science educators’ perspective on the use of generative artificial intelligence (AI) 4. in the teaching of chemistry in Lagos State, Nigeria. Global Journal of Educational Research, 24(2), 169–185. https://doi.org/10.4314/gjedr.v24i2.6 5. Erümit, A. K., & Sarıalioğlu, R. Ö. (2025). Artificial intelligence in science and chemistry education: A systematic review. Discover Education, 4(1), 178. https://doi.org/10.1007/s44217-02500622-3 6. Hammoud, R. (2025). Exploring chemistry teachers’ knowledge and perceptions of AI: Opportunities and challenges. International Journal of Research in Education and Science, 11(1), 49–60. https://doi.org/10.46328/ijres.3584 7. Huwer, J., Maurer, N., Mundt, P., & Belova, N. (2025). AI in chemistry and chemical education: AI in chemistry. International Journal of Physics and Chemistry Education, 17(1), 1–4. https://doi.org/10.51724/ijpce.v17i1.403 8. Iyamuremye, A., Niyonzima, F. N., Mukiza, J., Twagilimana, I., Nyirahabimana, P., Nsengimana, T., ... & Nsabayezu, E. (2024). Utilization of artificial intelligence and machine learning in chemistry education: A critical review. Discover Education, 3(1), 95. https://doi.org/10.1007/s44217-024-00197-5 9. Oxford English Dictionary. (n.d.). Artificial intelligence. In OED Online. Retrieved April 15, 2025, from https://www.oed.com UDC 372.881.1 IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 102 INTRODUCTION In the 21st century, effective communication has become one of the most important competencies for global citizens. Foreign language education, therefore, plays a central role in preparing learners to participate actively in intercultural interaction. The rapid growth of globalization, digital technologies, and academic mobility requires students not only to possess linguistic knowledge but also to apply it in meaningful, real-life communication. In Kazakhstan, the educational system is undergoing continuous modernization guided by the principles of the trilingual policy. The updated State Educational Standard emphasizes the formation of communicative competence as a fundamental goal of foreign language learning. According to S. S. Kunanbaeva (2010), the main purpose of language education is the formation of a linguocultural personality — a learner who can communicate effectively across cultures. This idea is supported by Kulibaeva (2019), who highlights the importance of integrating linguistic, cognitive, and cultural aspects in English teaching, and by Tuleubayeva (2018), who argues that communicative methods foster students’ independence and critical thinking. International scholars have also made significant contributions to communicative methodology.Brown (2001) and Richards (2006) emphasized that communication should be meaningful and based on authentic contexts, while Littlewood (2007) and Bygate (2015) explored the role of interaction and task-based learning in promoting fluency and learner autonomy. Freeman (2000), Harmer (2015), and Larsen-Freeman (2003) also noted that communicative teaching must develop learners’ confidence, cooperation, and creativity — skills that go beyond grammar drills or rote learning. These theories form the foundation for Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and the Cognitive-Linguoculturological (CLC) model — three complementary approaches that guide the design of communicative lesson plans. For students in grades 10–11, these methods are especially relevant, as they correspond to adolescents’ psychological needs: self-expression, peer collaboration, and preparation for higher education and global communication. The following objectives are defined: 1. To define the structure and components of communicative competence in modern foreign language education. COMMUNICATIVE LESSON PLANNING FOR FOREIGN LANGUAGE CLASSES IN GRADES 10–11 Nabialy Amina Amanbaikyzy 4th year student, Kazakh Ablaikhan University of International Relations and World Language, Kazakhstan Zhumabekova G.B. Scientific Supervisor: Candidate of Pedagogical Sciences, Professor Abstract This article examines the effectiveness of communicative lesson planning in developing students’ motivation, participation, and language skills in secondary school English education. The study is based on a quantitative survey of 23 eleventh-grade students, aiming to identify their preferences, confidence levels, and perceptions of communicative activities. The findings demonstrate that communicative lessons significantly enhance students’ speaking abilities, confidence, and engagement, particularly when lessons incorporate real-life topics and interactive tasks such as presentations and group discussions. Students reported that speaking, teamwork, and vocabulary development improved the most, while real-life communicative lessons were identified as the strongest motivators. The results align with both international and Kazakhstani research on communicative language teaching, confirming that communicative lesson planning fosters meaningful interaction, learner autonomy, and linguistic competence. The article concludes that communicative approaches represent an effective method for preparing senior students for real-world communication and should be integrated more widely into English language instruction. Keywords: communicative lesson planning, communicative competence, student motivation, speaking skills, secondary school education, interactive learning, learner engagement, CLT. IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 103 2. To analyze the role of intercultural communication in developing communicative competence. 3. To examine key methodological approaches — CLT, TBLT, and CLC — as the basis for communicative lesson planning. 4. To design sample communicative lessons and methodological guidelines for senior grades. 5. To assess the effectiveness of the proposed models in real teaching contexts. Thus, communicative lesson planning serves as a bridge between linguistic theory and practical language use. Its implementation fosters the formation of active, motivated, and globally competent learners prepared for lifelong learning and communication in a multicultural world. METHODS AND MATERIALS This research was conducted within the framework of applied pedagogical study and was based on a mixed-method approach combining both quantitative and qualitative methods. The quantitative aspect was represented by a questionnaire, while the qualitative part included interpretation of the students’ opinions and open-ended responses. This design allowed the researcher to obtain a more comprehensive understanding of students’ experiences and attitudes toward communicative lesson planning in foreign language education. The research focused on the investigation of how communicative lesson planning contributes to the development of students’ communicative competence, motivation, and confidence in English language classrooms. The study aimed to determine which communicative activities (such as pair and group work, role-plays, dialogues, and presentations) are most effective and enjoyable for students in grades 10–11. The study also sought to identify barriers that prevent full implementation of communicative methods in Kazakhstani schools, including traditional teaching habits, exam-oriented instruction, and limited classroom time for interaction. Table 1. Demographic characteristics of the participants Number of Respondents 23 eleventh-grade students Grade Level Grade 11 Gender 70% female, 30% male English Proficiency Level B1–B2 level The primary tool for data collection was a questionnaire created in Google Forms, which allowed for convenient digital distribution and automatic data analysis. The questionnaire consisted of 6 multiple-choice and Likert-scale questions aimed at identifying students’ opinions, preferences, and motivation toward communicative English lessons. The questions addressed the following aspects: 1. Frequency of English language use during the lesson; 2. Preferred classroom activities (dialogues, role plays, group discussions, presentations, grammar tasks); 3. Confidence in expressing opinions in English; 4. The effectiveness of communicative lessons in improving English skills; 5. The skills that improve most during communicative lessons (speaking, teamwork, vocabulary, confidence); 6. The type of lesson that increases students’ motivation the most; The process included three main stages: 1. Preparation Stage: The researcher reviewed relevant literature on communicative teaching methods (Hymes, 1972; Canale & Swain, 1980; Richards, 2006; Kunanbaeva, 2010; Littlewood, 2007; Brown, 2001) and designed the questionnaire according to the principles of Communicative Language Teaching (CLT) and TaskBased Learning (TBLT). 2. Data Collection Stage: A link to the Google Form was shared with students during class time. Each participant completed the form individually on their smartphones or school computers. The process took about 15–20 minutes, and the teacher supervised to ensure that all participants completed it independently. 3. Data Analysis Stage: The collected data were automatically processed by Google Forms, summarized in diagrams, and exported for interpretation. The researcher analyzed the results by calculating the percentage of responses for each question and identifying patterns that reflected students’ communicative behavior, preferences, and levels of motivation. RESULTS IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 104 The results of the questionnaire conducted among 23 eleventh-grade students provided a clear overview of their preferences, confidence, and attitudes toward communicative English lessons. The data show that most students value lessons that include active participation, real-life communication, and interactive group work. Communicative lesson planning, therefore, plays a vital role in motivating students and developing their speaking skills and confidence. Figure-1 Figure-2 Table 2. Survey Results Survey results on the impact of communicative lesson planning on students’ motivation, participation, and language development № Question / Criterion Key Findings Interpretation / Conclusion 1 Frequency of English Use in Class 47.8% often, 30.4% sometimes, 21.7% rarely Most students actively use English in class, indicating a growing communicative culture. 2 Preferred Classroom Activities 43.5% presentations, 8.7% grammar exercises Students prefer creative, performancebased activities that develop communication and teamwork. 3 Confidence in Expressing Opinions 26.1% strongly agreed, 26.1% agreed, 26.1% neutral, 13% disagreed, 8.7% strongly disagreed Over half feel confident expressing opinions; communicative methods build selfconfidence. 4 Effectiveness of Communicative Lessons 30.4% strongly agreed, 17.4% agreed, 30.4% neutral, 13% disagreed, 8.7% strongly disagreed Almost half recognize communicative lessons as effective for skill development. 5 Most Beneficial Aspect of Communicative Lessons 43.5% speaking, 21.7% teamwork, 21.7% vocabulary, 13% confidence Speaking activities are the most beneficial, while teamwork and vocabulary also support progress. 6 Lesson Types That Increase Motivation 43.5% real-life communicative, 34.8% grammar-focused, 17.4% game-based, 4.3% project lessons Real-life communicative lessons are most motivating and engaging for students. The survey data show that communicative lesson planning has a positive influence on learners’ motivation, participation, and skill development. The key outcomes are as follows: • Most students frequently use English during lessons and enjoy interactive, communicative tasks. • Speaking and teamwork are the skills that benefit most from communicative activities. • More than half of the learners feel confident expressing opinions in English. • Communicative lessons with real-life topics are the most motivating and effective type of instruction. These results confirm that communicative approaches successfully support both the cognitive and emotional aspects of language learning. When lessons are designed with clear objectives, authentic contexts, and interactive tasks, students become more engaged, confident, and ready to use English in real communication. DISCUSSION The present study employs a quantitative research methodology to examine the effectiveness of communicative lesson planning in developing students’ language skills, motivation, and engagement in secondary school settings. The analysis of the questionnaire responses from 23 eleventh-grade students reveals clear tendencies that align with existing international and national research in communicative language teaching. The survey further revealed that communicative lessons significantly contribute to the development of students’ speaking skills (43.5%), teamwork abilities, and vocabulary acquisition. These results are consistent with Littlewood’s (2007) view that communication-driven tasks develop both linguistic and interpersonal skills, making them especially effective for senior students. IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 111 контексте методика JASPER представляет особый интерес как научно обоснованный инструмент, сочетающий игровые стратегии, развитие коммуникации и социальное обучение. Цель исследования провести комплексный анализ методики JASPER как игрового инструмента обучения и развития детей с РАС, выявив её возможности, механизмы воздействия и потенциал интеграции в образовательные программы. Задачи исследования заключались в том, чтобы комплексно изучить и описать теоретические основы методики JASPER, раскрывая её связь с концепциями совместного внимания, символической игры и социального взаимодействия. В рамках работы предполагалось проанализировать структуру игровых вмешательств JASPER, включая ключевые компоненты, применяемые стратегии, роль взрослого в процессе обучения и последовательность формирования навыков [6]. Одной из задач также являлась оценка эффективности использования методики на основе данных научных исследований, клинических испытаний и практического опыта применения в образовательной и терапевтической среде. Кроме того, исследование предусматривало формулирование практических рекомендаций по внедрению JASPER в образовательный процесс, с учётом возможностей адаптации для инклюзивных школ, дошкольных учреждений и коррекционных центров. Научная новизна исследования заключается в углублённом анализе методики JASPER в контексте современного образования детей с РАС, что позволяет определить её уникальный вклад в развитие совместного внимания и игровой деятельности [7,8]. Исследование раскрывает механизмы, через которые игровые стратегии способствуют формированию социально-коммуникативных навыков, и расширяет понимание игровых интервенций как эффективного инструмента обучения. Практическая значимость работы определяется возможностью интеграции методики JASPER в реальные условия образовательных организаций. Результаты исследования могут стать основой для разработки индивидуальных образовательных маршрутов, повышения квалификации специалистов, расширения арсенала коррекционных методик и внедрения игрового подхода в инклюзивное обучение. Использование JASPER позволяет формировать у детей с РАС более устойчивые навыки взаимодействия, улучшать переносность выученных стратегий в естественные ситуации и повышать их готовность к обучению в школе и обществе [9]. Материалы и методы Данное исследование представляет собой развернутый аналитический обзор, направленный на систематизацию, сравнительное осмысление и критическую оценку современных данных о методике JASPER и её применении в работе с детьми с расстройствами аутистического спектра. Исследование включает анализ теоретических основ и практических аспектов метода, а также сопоставление JASPER с другими игровыми интервенциями, такими как DIR/Floortime, PRT и ESDM. Такой формат позволяет выявить отличительные характеристики подхода, определить его сильные и слабые стороны, а также оценить перспективы внедрения в образовательную и коррекционную практику. Источниками информации послужили рецензируемые научные статьи, клинические исследования, тематические обзоры, а также методические материалы, посвящённые вмешательствам в сфере раннего развития детей с РАС. Особое внимание уделялось публикациям, содержащим эмпирические данные о развитии совместного внимания, игровой активности и коммуникативных навыков. В анализ были включены официальные материалы и руководства UCLA ведущего центра разработки JASPER, а также исследования К. Лорши, чьи работы стали фундаментом методики. Использование широкого спектра источников позволило сформировать целостное понимание JASPER и отразить его научно-практическую основу. Отбор литературы проводился с опорой на несколько ключевых критериев. В анализ включались публикации, вышедшие в период с 2010 по 2025 годы, что позволило учесть как первоначальные, так и наиболее современные исследования по JASPER и сопутствующим методикам. Основным требованием являлось наличие данных, посвящённых эффективности игровых вмешательств, динамике развития совместного внимания и результатам коррекционных программ у детей с РАС. Важным параметром являлось качество методологии исследований: предпочтение отдавалось работам, опубликованным в рецензируемых журналах и содержащим ясное описание выборки, процедур и методов анализа. Это обеспечило репрезентативность и научную достоверность выборки источников. Для интерпретации и структурирования собранных данных применялся качественный контент-анализ, который позволил выявить ключевые концепции, повторяющиеся IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 112 закономерности и основные направления использования игрового подхода JASPER. Этот метод обеспечил возможность глубоко изучить тематическое содержание источников и определить центральные механизмы воздействия методики на развитие ребёнка. Дополнительно был применён сравнительно-структурный анализ, направленный на сопоставление JASPER с другими игровыми и развивающими методами. Анализ включал оценку построения игровых эпизодов, особенностей роли взрослого, механики взаимодействия, способов стимулирования совместного внимания и стратегий расширения игры. Такой подход позволил определить место JASPER в ряду современных вмешательств и выявить его уникальные преимущества в контексте образовательной и коррекционной практики Результаты Методика JASPER основывается на развитии тех навыков, которые лежат в основе раннего социального взаимодействия: совместное внимание, инициация общения, игровая гибкость и способность к символизации. Эти компоненты рассматриваются как взаимосвязанные и последовательно формируемые. Таблица 1. Ключевые компоненты JASPER и их характеристика Компонент Краткое описание Целевые навыки ребёнка Примеры игровых стратегий Совместное внимание Способность ребёнка разделять фокус внимания с взрослым, следовать взгляду, указывать, реагировать на жесты Отслеживание взгляда, указательный жест, переключение внимания Привлечение внимания через интересный объект, моделирование жеста указания Инициация взаимодействия Способность ребёнка самостоятельно начинать социальное взаимодействие, предъявлять просьбы, выражать интерес Использование жестов, вокализаций или слов для начала общения Создание ситуаций, проверка «ожидания», провокация на просьбу Символическая игра Применение предметов в воображаемой функции, понимание сюжетов Ролевое поведение, использование игрушек по назначению и вне его Использование кукол, предметов-заместителей, разыгрывание мини-сюжетов Расширение игрового эпизода Увеличение длительности взаимодействия, добавление вариативности в игру Поддержание диалога, принятие новых игровых шагов «Добавление шага», моделирование новых действий, лёгкие изменения сценария В JASPER этот компонент считается центральным, поскольку именно он запускает цепочку развития социальных навыков. Специалист помогает ребёнку удерживать внимание на объекте дольше, направлять взгляд, показывать и следовать за жестами. Через эти действия формируется основа для дальнейших коммуникационных навыков [10]. JASPER активно стимулирует ребёнка самостоятельно подавать сигналы: жестом, взглядом, словом. Для этого создаются микроситуации с «игровым дефицитом» например, недостающей деталью в игре, что побуждает ребёнка обратиться к взрослому. Методика включает обучение использованию объектов в воображаемых функциях: кормить куклу, катать машинку как «скорую помощь», разыгрывать простые бытовые сюжеты. Это важно, потому что у детей с РАС символическая игра часто остаётся на низком уровне [11]. Специалист увеличивает длительность игры, добавляя новые шаги, разнообразие и вариативность. Если ребёнок монотонно крутит колесо машинки, взрослый сначала присоединяется к действию, затем мягко расширяет его например, «машинка едет в дом» [12]. Методика JASPER хорошо адаптируется к условиям образовательной среды и может применяться в индивидуальной и групповой работе, в детском саду, начальной школе и инклюзивных классах. IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 113 Таблица 2. Формы применения JASPER в образовательных условиях Образовательная ситуация Особенности применения Примеры игровых действий Индивидуальные занятия Возможность точно следовать темпу ребёнка, фокус на совместном внимании Сборка конструктора, игра в машинки, настольные игры с постепенным расширением эпизода Групповые занятия Формирование навыков взаимодействия с детьми, очередности, совместных действий Игра «строим вместе», групповой сюжет «кафе», совместные конструкторы Партнёрство взрослого и ребёнка Взрослый выступает игровым партнёром, моделирует социальные действия Подражание, включение в действия ребёнка, добавление новых шагов Использование естественных материалов Игра строится на доступных и интересных предметах, которые уже нравятся ребёнку Кубики, машинки, фигурки, предметы быта, сенсорные игрушки В индивидуальной работе специалист может полностью учитывать уровень, интересы и темп ребёнка. Основной акцент делается на том, чтобы ребёнок начал обращать внимание на взрослого, стал инициировать взаимодействие и расширять игровые действия. JASPER успешно применяется и в мини-группах (2-4 ребёнка). В таких условиях развивается распределённое внимание, умение ждать очереди, делиться предметами и участвовать в совместном игровом сюжете. Взрослый не руководит игрой директивно, а становится активным партнёром: присоединяется к игре ребёнка, следует его инициативам, мягко моделирует новые варианты. Это делает взаимодействие естественным и способствует переносу навыков [13]. JASPER опирается на игры и предметы, которые вызывают естественный интерес: машинки, кубики, фигурки, простые бытовые предметы. Отсутствие сложных материалов делает метод доступным для педагогов и родителей. Результаты анализа научной литературы показывают, что методика JASPER обладает рядом выраженных преимуществ, которые подтверждены клиническими исследованиями и практическим опытом применения в образовательной среде. Наиболее значимые эффекты связаны с развитием базовых коммуникативных и игровых навыков, лежащих в основе социального взаимодействия детей с РАС [14]. Таблица 3. Основные преимущества применения JASPER Показатель Описание позитивного эффекта Механизм воздействия Улучшение совместного внимания Дети чаще реагируют на взгляд взрослого, используют указательный жест, переключают внимание Моделирование взглядов, совместное фокусирование на объекте, чередование ролей Рост коммуникативных инициатив Увеличение количества жестов, вокализаций, слов и попыток привлечь внимание взрослого Создание ситуаций, вызывающих потребность в обращении, поддержание диалоговых «петель» Повышение игровой гибкости Ребёнок использует больше вариантов действий, включается в новые сюжеты, дольше удерживает игру Мягкое расширение игровых эпизодов, добавление шагов, изменение сценария Генерализация навыков в естественной среде Навыки, полученные в игре, появляются в других ситуациях дома, в группе, на занятиях Использование естественных материалов, интеграция игры в повседневные ситуации Исследования показывают значимый рост частоты совместных эпизодов: дети начинают чаще смотреть в глаза взрослому, реагировать на показ, следить за объектами. Это обеспечивает основу для последующего развития речи и социального понимания. Метод стимулирует ребёнка самостоятельно инициировать взаимодействие. В игровой среде дети начинают чаще обращаться за помощью, делиться эмоциями, указывать на предметы, использовать вокализации и слова. У детей с РАС часто наблюдается ограниченная, стереотипная игра. JASPER позволяет расширить репертуар действий, поддерживать игру дольше и включать новые сюжетные линии. Это способствует развитию креативности и снижению ригидности. Поскольку JASPER использует естественные предметы (кубики, машинки, куклы), навыки легко переносятся в повседневную жизнь. Ребёнок начинает использовать жесты, внимание и игровые действия не только на занятии, но и дома или в группе [15]. Несмотря на высокую эффективность, методика JASPER имеет ряд ограничений, которые важно учитывать при внедрении в образовательную или коррекционную практику. IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 114 Таблица 4. Основные ограничения методики JASPER Ограничение Проявление Почему возникает Потребность в подготовленных специалистах Метод сложно применять без специального обучения JASPER-техникам Высокая роль взрослого как активного партнёра требует практических навыков и наблюдательности Значительные временные затраты Формирование совместного внимания и игровых навыков требует длительной систематической работы Процесс основан на постепенном расширении взаимодействий и многократных повторениях Трудности применения при тяжёлых формах РАС Некоторые дети с выраженными поведенческими или сенсорными трудностями слабо включаются в игру Ограниченный контакт глаз, гиперчувствительность и низкая мотивация могут снижать эффект Методика JASPER имеет ряд ограничений, которые необходимо учитывать при её внедрении в образовательную и коррекционную практику. Одним из ключевых факторов является потребность в подготовленных специалистах, поскольку метод требует от педагога высокой чувствительности к инициативам ребёнка, умения корректно моделировать стратегии и своевременно изменять уровень поддержки [16]. Без специального обучения специалистам сложно поддерживать оптимальный баланс между свободной игрой и направляющей ролью взрослого. Дополнительным ограничением выступают значительные временные затраты: устойчивый эффект достигается за счёт регулярных и частых игровых взаимодействий, что может быть затруднительно в условиях образовательных учреждений с ограниченным временем занятий. Кроме того, применение методики может осложняться у детей с тяжёлыми формами РАС. При выраженных нарушениях внимания, повышенной сенсорной чувствительности или низкой мотивации дети нередко избегают взаимодействия, что снижает эффективность игровых стратегий. В таких ситуациях важна адаптация методики или предварительное использование поведенческих вмешательств, ориентированных на повышение включённости ребёнка [17]. Заключение Проведённый анализ научных исследований и методических материалов подтверждает, что методика JASPER занимает значимое место среди современных игровых интервенций, направленных на развитие социально-коммуникативных навыков у детей с расстройствами аутистического спектра. Её ценность определяется уникальным сочетанием структурированного подхода и естественной игровой среды, что позволяет одновременно поддерживать инициативность ребёнка и направлять его к более сложным формам взаимодействия. Такой баланс делает методику особенно эффективной в формировании совместного внимания, активизации коммуникации и расширении игрового репертуара. Высокая результативность JASPER объясняется тем, что игра выступает самым доступным, естественным и мотивирующим способом обучения для детей раннего и дошкольного возраста. Через игровое взаимодействие ребёнок получает возможность безопасно и постепенно осваивать социальные сигналы, учиться чередованию действий, выстраивать простые и затем более сложные сюжеты. Каждый игровой эпизод строится таким образом, чтобы стать основой для формирования нового навыка, его закрепления и дальнейшей генерализации в естественной среде. Это особенно важно для детей с РАС, которые часто сталкиваются с трудностями переноса навыков из учебной ситуации в повседневную жизнь и требуют многократных, контекстно разнообразных повторений. Результаты анализа показывают, что успешность внедрения методики JASPER во многом зависит от уровня профессиональной подготовки специалистов. Педагоги и терапевты должны уверенно владеть техниками активного наблюдения, гибкого реагирования на инициативы ребёнка, моделирования игровых действий и поэтапного расширения эпизода. От качества их подготовки зависит точность применения стратегий, способность поддерживать эмоциональный контакт и умение создавать условия для естественного, но целенаправленного взаимодействия. В образовательной среде JASPER эффективно дополняет индивидуальные и групповые занятия, улучшая доступность обучения для детей с РАС. В дошкольных учреждениях и школах методика обогащает существующие коррекционные программы, способствуя повышению вовлечённости, уменьшению поведенческих трудностей и расширению возможностей социального участия. Особенно важно применение JASPER в условиях инклюзивного образования, где метод помогает снижать барьеры общения, формировать навыки совместной игры и обеспечивать более продуктивное взаимодействие со сверстниками. Перспективы дальнейшего развития методики связаны с интеграцией цифровых IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 115 образовательных инструментов, междисциплинарным сотрудничеством специалистов, а также активным вовлечением родителей в процесс обучения. Эти направления позволяют усиливать эффект вмешательства, обеспечивать устойчивость результатов и снижать разрыв между обучением в учреждении и домашней средой. Таким образом, методика JASPER представляет собой доказательно обоснованный, гибкий и высокоэффективный инструмент для поддержки развития детей с РАС. Она способствует укреплению ключевых социальных компетенций, повышению игровой и коммуникативной активности, облегчает включение детей в образовательный процесс и создаёт условия для более успешной социализации и интеграции в общественную среду. References 1. Karptsova, E. V., Lapina, E. A., Glebova, M. I., & Rodionova, L. A. (2025). Музыкальная, речевая и игровая коррекционная терапия в комплексной реабилитации детей с ограниченными возможностями здоровья (ОВЗ). 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IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 116 Makarenko, A. S. (2017). Adaptation of the Objective Heuristic Thinking Test. Психологические исследования / Psychological Research, 14(3), 72-80. 17. Bobrova, A. V., Dovbnya, S. V., Morozova, T. U., & Sotova, E. N. (2022). Implementation of support programs for parents of preschool children with ASD. Autism and Developmental Disorders (Russia), 20(1), 37-46. https://doi.org/10.17759/autdd.2022200105 Kasari, C. (2016). Update on behavioral interventions for autism and developmental disabilities. Autism and Developmental Disorders (Russia), 14(4), 68-76. https://doi.org/10.17759/autdd.2016140409 IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 117 Introduction Across many countries, educators and policymakers express a growing concern about the steady decline in students’ interest in science. Although science subjects remain central to technological advancement and economic development, young learners increasingly report low enjoyment, limited motivation, and a lack of connection between classroom science and their everyday lives [1]. This trend poses challenges not only for future STEM workforce development but also for cultivating scientifically literate citizens capable of engaging with global issues such as sustainability, health, and climate change. One major contributor to this decline is the set of constraints inherent in formal classroom instruction. Traditional school environments often struggle to provide sufficient hands-on experimentation due to limited time, restricted access to equipment, rigid curriculum pacing, and large class sizes [2]. As a result, science learning can become overly theoretical, leaving little room for curiosity-driven exploration or authentic inquiry both essential for developing a positive relationship with science. In contrast, extracurricular chemistry activities such as after-school science clubs, university outreach events, visits to science centers, museum programs, and local or national STEM competitions offer more flexible, student-centered learning environments. These settings allow learners to engage with chemistry through interactive experiments, real-world applications, and collaborative projects outside the constraints of traditional lessons. They also create opportunities for students to experience chemistry as exciting, relevant, and personally meaningful [3]. CHEMISTRY AFTER THE BELL: HOW EXTRACURRICULAR ACTIVITIES CHANGE STUDENTS’ ATTITUDES TO SCIENCE Aina Bagytzhanova 2nd-year Master’s student, SDU University Halit Yilmaz Doctor of Education in Chemistry Professor (Associate), SDU University Raikhanova Danara Kurmanovna MA, Senior Lecturer, SDU University Abstract The relevance of this study is linked to the decline in students’ interest in chemistry and the limited opportunities for hands-on experimentation within formal classroom settings. The purpose of the research is to determine how extracurricular chemistry activities influence students’ attitudes, interest, and motivation toward science. A mixed-method approach was used, incorporating preand post-intervention attitude surveys, facilitator observation logs, student reflection narratives, and semi-structured interviews. The intervention included a series of extracurricular chemistry experiences such as after-school club sessions, visits to science centers and university laboratories, and real-world chemistry projects conducted over several weeks. The results showed a clear positive shift in students’ affective responses to chemistry. Participants demonstrated increased interest, enjoyment, and perceived relevance of the subject, as well as higher confidence in their ability to engage in experimental tasks. Qualitative findings supported these results by revealing reduced anxiety toward laboratory work, enhanced social interaction, and meaningful support from mentors and facilitators. Together, these outcomes highlight the value of informal learning environments in strengthening students’ emotional and motivational engagement with chemistry. The study concludes that extracurricular chemistry activities constitute a valuable complement to formal instruction, offering engaging and authentic learning experiences that support the development of more positive attitudes toward science. Practically, integrating such programs into school settings may contribute to sustained student interest and greater participation in STEM pathways. Keywords: chemistry education, extracurricular activities, informal learning, student attitudes, science motivation, STEM engagement. IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 118 Crucially, the effectiveness of these extracurricular experiences is strongly linked to affective dimensions of learning, including students’ attitudes toward science, their situational and long-term interest, their confidence in performing scientific tasks (self-efficacy), and their emotional responses during learning [4]. Research consistently shows that these affective factors not only shape students’ immediate engagement but also influence their future course choices, persistence in STEM pathways, and overall scientific identity. Given this context, understanding how extracurricular chemistry activities can positively influence students’ attitudes and interest is an essential step toward addressing the wider challenge of declining enthusiasm for science. Literature Overview A substantial body of research demonstrates that extracurricular and out-of-school science experiences play an important role in shaping students’ attitudes, motivation, and long-term engagement with science. These learning environments including after-school science clubs, chemistry outreach events, STEM camps, science center programs, and museum visits offer forms of participation that are often impractical within the constraints of traditional classroom instruction. Because formal science classes frequently struggle to provide sufficient time for open-ended inquiry or hands-on experimentation, extracurricular contexts have emerged as flexible and engaging alternatives that allow students to explore chemistry in more meaningful, personalized ways [1,3]. Science clubs are among the most widely studied extracurricular environments and have repeatedly been shown to promote positive attitudes toward science. Through regular participation in collaborative experiments, problem-solving tasks, and exploratory activities, students develop a stronger sense of confidence and enjoyment in learning chemistry. These programs often extend over several weeks or months, and the continuity of participation contributes to a feeling of belonging within a science-oriented community an important factor in sustaining long-term interest [5]. Museum visits, science center programs, and similar informal learning experiences also produce notable gains in students’ affective responses to science. Interactive exhibits, live demonstrations, and opportunities to observe real scientific phenomena stimulate curiosity and situational interest, especially when learners can connect these experiences to everyday life. Because these environments are less structured and less assessment-driven than school classrooms, they encourage students to ask questions, make observations, and experiment freely activities that can help counteract negative perceptions of science as difficult or intimidating [6]. STEM camps, particularly those that include chemistry-focused modules or integrated STEM tasks, tend to have even stronger effects on affective outcomes. Immersive, multi-day programs enable students to engage deeply with real-world challenges while working alongside educators, mentors, and peers. Research shows that such experiences enhance not only interest and motivation but also self-efficacy, creativity, and collaborative problem-solving skills. Many students report that participation in these camps influences their future academic choices and strengthens their intention to pursue STEM careers. Across these diverse settings, several mechanisms appear consistently in the literature. Hands-on inquiry and experimentation give students direct control over materials and processes, making learning both enjoyable and intellectually stimulating. Authentic contexts such as environmental chemistry, household chemistry, or chemistry in art help students recognize the relevance of the discipline beyond textbooks. Social interaction and collaboration provide emotional support and reinforce engagement, while the presence of mentors or role models helps students envision themselves as capable participants in scientific work. Importantly, the absence of formal assessment pressure in these environments fosters a more positive emotional climate, reducing anxiety and encouraging risk-taking in scientific exploration. Despite these promising findings, significant gaps remain. Much of the existing research focuses on general science or broad STEM activities, leaving comparatively limited evidence about the unique contributions of chemistry-specific programs. In addition, most studies assess short-term changes immediately after participation; far fewer investigate whether these attitudinal shifts persist over time [7]. Another recurring concern is inequality of access: students from higher socioeconomic backgrounds or wellresourced schools are more likely to participate in extracurricular science opportunities, raising important questions about equity and representation. Finally, variation in program design from duration and facilitation to pedagogical approach makes it difficult to generalize findings or determine which specific elements most effectively promote positive attitudes toward chemistry. Overall, the literature strongly indicates that extracurricular chemistry activities have the potential to enhance students’ attitudes, interest, and motivation. However, the field still requires more chemistry-focused, longitudinal, and equity-sensitive research to build a comprehensive understanding of how IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 119 these experiences influence learners and how they can be implemented effectively and inclusively. Although formal classroom instruction provides the foundational knowledge required for understanding chemical concepts, it is often insufficient for cultivating positive and lasting attitudes toward chemistry. Time limitations, tightly structured curricula, and restricted access to laboratory resources frequently constrain opportunities for meaningful experimentation and inquiry, leaving many students disengaged or intimidated by the subject [8]. In contrast, extracurricular chemistry activities such as after-school clubs, outreach events, science center visits, and hands-on camps offer flexible, student-centered environments that allow learners to explore chemistry in ways that are authentic, enjoyable, and personally relevant. Despite the increasing popularity of these programs, there remains limited research on how different types of extracurricular chemistry experiences specifically influence students’ attitudes, interest, and engagement with science. Existing studies often focus either on general science or broad STEM activities, and far fewer examine the unique affective outcomes associated with chemistry-focused programs [9]. This gap is especially important given the central role that attitudes, interest, and self-efficacy play in shaping students’ long-term engagement with scientific learning and potential pursuit of STEM pathways. Understanding how extracurricular chemistry experiences affect these dimensions is therefore essential for designing effective interventions and promoting a more positive relationship between students and the discipline [10]. The overall aim of this study is to examine how extracurricular chemistry activities change students’ attitudes, interest, and engagement with science. To achieve this aim, the research seeks to answer the following questions: 1. How do extracurricular chemistry activities influence students’ attitudes toward chemistry and science more broadly? 2. Which features of these activities such as hands-on inquiry, mentoring, collaborative work, or real-world relevance contribute most to attitudinal change? 3. How do students describe their emotional and motivational experiences during extracurricular chemistry participation? 4. To what extent are changes in attitudes and interest sustained beyond the immediate activity period? Hypotheses Based on the theoretical foundations of informal and extracurricular science learning, as well as prior research on student motivation and affective outcomes, the study proposes the following hypotheses: H1. Participation in extracurricular chemistry activities leads to more positive attitudes toward science. Engagement in hands-on, collaborative, and curiosity-driven chemistry experiences outside the formal classroom is expected to strengthen students’ interest, enjoyment, and overall disposition toward science. H2. Hands-on inquiry and real-world relevance are the strongest predictors of attitudinal improvement. Extracurricular activities that allow students to actively experiment, manipulate materials, and connect chemistry to meaningful real-life contexts are anticipated to produce the largest gains in attitudes, interest, and self-efficacy. Research Design The study employed a mixed-method design to capture both the measurable changes in students’ attitudes and the qualitative nuances of their extracurricular chemistry experiences. A quasi-experimental structure was used, involving either (a) a control and an experimental group, or (b) a pre-post within-group comparison depending on school access and logistical feasibility. Quantitative data were collected through attitudinal surveys administered before and after the intervention, while qualitative data were gathered through interviews, reflections, and observation logs. The intervention lasted 6-12 weeks, during which students participated in a series of organized extracurricular chemistry sessions. These activities were conducted outside regular science lessons and included structured after-school clubs, visits to science centers, university outreach laboratories, and thematic chemistry events. The mixed-method approach allowed the study to capture both the magnitude of attitudinal change and the processes underlying that change. Participants Participants were middle or high school students (Grades 6-10) enrolled in public or private schools. IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 120 Students joined the extracurricular chemistry program on a voluntary basis, following school announcements or invitations from science teachers. The sample included participants with varying backgrounds in terms of gender, prior academic achievement, initial interest in science, and socioeconomic status (SES). Inclusion criteria required that students (a) attend at least 70% of the scheduled extracurricular sessions, and (b) complete both the pre-test and post-test attitude surveys. Demographic data were collected anonymously to examine whether attitudinal changes differed across student subgroups. The extracurricular intervention consisted of a structured sequence of chemistry-focused activities designed to provide engaging, hands-on, and context-rich learning experiences beyond the constraints of the formal classroom. Activities varied depending on school resources but followed a common framework emphasizing inquiry, experimentation, and real-world relevance. Examples include: The extracurricular intervention included a wide range of chemistry-focused activities designed to provide engaging, hands-on, and context-rich learning experiences. Weekly after-school Chemistry Club sessions allowed students to conduct experiments, explore chemical reactions, work with everyday materials, and practice data collection and analysis. These experiences were complemented by visits to science centers and museums, where students interacted with exhibits, observed chemical phenomena, participated in live demonstrations, and engaged with informal science educators. The program also incorporated university outreach laboratory experiences, giving students the opportunity to perform experiments using advanced equipment, interact with scientists, and learn about current research in chemistryrelated fields. In addition, students took part in real-world chemistry tasks that connected the subject to their daily lives and to broader societal issues, such as kitchen chemistry investigations, green chemistry and sustainability challenges, and interdisciplinary projects linking chemistry with art. Collaborative group projects and presentations further enriched the program, as students designed small investigations or models, prepared posters or digital presentations, and shared their findings with peers or family members during a final showcase event. All activities were facilitated by trained science teachers, university volunteers, or outreach professionals, and were intentionally structured to promote hands-on inquiry, support positive emotional engagement, and foster collaboration and mentorship mechanisms widely recognized for their ability to enhance students’ attitudes toward science [11]. Methods The study employed a mixed-method design to capture both quantitative changes in students’ attitudes toward science and the qualitative dimensions of their experiences in extracurricular chemistry activities. A quasi-experimental structure was used, relying either on a control-experimental comparison or a pre-post design within a single group, depending on school access and logistical conditions. The intervention spanned a period of six to twelve weeks, during which students participated in a structured sequence of extracurricular chemistry sessions taking place outside regular lessons. These included afterschool club meetings, visits to science centers or university outreach laboratories, and thematic chemistry events designed to promote inquiry-based engagement and real-world relevance. Participants were middle or high school students in grades six through ten who joined the program voluntarily. They represented diverse demographic backgrounds in terms of gender, prior academic achievement, interest in science, and socioeconomic status. Inclusion required completing both preand post-intervention surveys and attending the majority of extracurricular sessions. A range of instruments was used to collect data. The primary quantitative tool was the Attitude Toward Science Scale, a Likert-type instrument that assessed general attitudes, interest, and perceived difficulty. This survey was administered before and after the intervention to detect changes in students’ affective responses to science. To explore students’ perspectives in greater depth, semi-structured interviews were conducted with a subset of participants. These interviews focused on their experiences during the extracurricular sessions, their sources of motivation, and their evolving perceptions of chemistry. Additional qualitative data were gathered through systematic observation logs maintained by facilitators throughout the program, documenting engagement, collaboration, and notable behaviors. Students also produced short written reflections or narrative responses after selected sessions, providing insight into their emotional reactions and learning processes. The research procedure followed a clear sequence. First, students completed the pre-test attitude survey to establish a baseline. They then participated in the extracurricular chemistry activities each week, while facilitators recorded observations and collected informal feedback. At the end of the intervention, students completed the post-test survey to measure attitudinal shifts. When possible, follow-up interviews or delayed post-tests were conducted to examine the sustainability of the observed changes. Data analysis involved both quantitative and qualitative approaches. Quantitative data were IV INTERNATIONAL SCIENTIFIC CONFERENCE. BERN. SWITZERLAND. 25-26.11.2025 127 practical training required to equip educators with the necessary skills and knowledge is often insufficient. A recent study by OECD (2021) highlighted that only 35% of teachers in Kazakhstan feel confident in their ability to support SEN students. This gap in preparedness is exacerbated in rural areas, where access to professional development programs and resources is limited (World Bank, 2022). Without adequate training, teachers may struggle to adapt curricula or utilize inclusive teaching methodologies effectively, undermining the objectives of inclusive education. Inclusive education often requires specialized tools, assistive technologies, and classroom modifications to meet the diverse needs of students. However, many schools in Kazakhstan, particularly in rural regions, lack the financial and infrastructural support to implement these changes. A study by Kulakhmetova and Shapovalova (2020) found that 70% of schools in rural Kazakhstan reported inadequate resources for inclusive education. This disparity in resource allocation not only limits the opportunities available to SEN students but also places additional stress on teachers, who may need to find alternative, often suboptimal, ways to accommodate their students’ needs. While these challenges are significant, the benefits of inclusive education highlight its importance. Research shows that inclusive classrooms promote empathy, collaboration, and mutual understanding among students, contributing to a more cohesive and equitable society (Ainscow, 2005). Teachers who successfully implement inclusive practices often report improved classroom dynamics and higher levels of student engagement. In Kazakhstan, the integration of SEN students into mainstream classrooms is not only a moral imperative but also a strategic goal for achieving educational equity and social cohesion. This study aims to explore the barriers to implementing inclusive education in Kazakhstan from the perspective of teachers. By examining their experiences and challenges, this research seeks to provide actionable insights for policymakers, educators, and stakeholders to enhance the effectiveness of inclusive practices. Specifically, the study addresses the following questions: 1. What are the main challenges teachers face in implementing inclusive education? 2. How do these challenges differ between urban and rural schools? 3. What support mechanisms are necessary to help teachers effectively implement inclusive education practices? METHODS This study employed a mixed-methods research design, integrating quantitative and qualitative approaches to gain a comprehensive understanding of the barriers to implementing inclusive education in Kazakhstan. Quantitative surveys provided broad insights into teachers’ experiences and challenges, while qualitative interviews offered detailed narratives of their perceptions and strategies. The mixedmethods approach ensures a richer analysis by combining statistical trends with contextual depth (Creswell & Creswell, 2022). The study included 20 teachers from mainstream schools in Almaty. Inclusion criteria required teachers to have at least one year of experience working in classrooms with SEN students. This focus was designed to capture the perspectives of educators who directly engage with inclusive education practices. In terms of teaching experience, 40% of participants had 1-5 years of experience, 35% had 6-10 years, and 25% had over 10 years of experience. The sample consisted of 75% female teachers. The participants ranged in age from 25 to 55 years. A structured questionnaire was designed to assess teachers' experiences with inclusive education, focusing on key areas such as professional preparedness, resource availability, and societal factors. The survey, created through Google Forms, consisted of 25 questions, utilizing a five-point Likert scale, and included both closed-ended and open-ended questions to capture comprehensive insights from the respondents. Survey data were analyzed using Google Sheets. Descriptive statistics (e.g., means, frequencies, and standard deviations) provided an overview of teachers’ perceptions. Semi-structured interviews were conducted with 10 teachers to explore their perspectives in greater depth. The interview included questions on: • Challenges encountered in implementing inclusive education. • Strategies used to address these challenges. • Perceptions of institutional and policy support. Interviews were conducted via video conferencing using Zoom platform. Each interview lasted approximately 45–60 minutes. To ensure accurate transcription and analysis, all interviews were recorded using Zoom’s audio recording feature. Transcriptions of the interviews were generated using Google Docs Voice Typing, which provided a reliable method of converting the spoken responses into text. The qualitative data collected from the interviews were analyzed using a thematic analysis approach. Initial coding were performed to identify recurring themes and patterns within the interview [Document text truncated for crawler view.]