Conference «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark, 2025

October , 202 5 № 11 Copenhagen, Denmark 30-31.10.2025 Proceedings of the 11th International Scientific Conference 2 UDC 001.1 P 97 Publisher.agency: Proceedings of the 11th International Scientific Conference «Foundations and Trends in Research» (October 3031, 2025). Copenhagen, Denmark, 2025. 264p ISBN 978-7-4374-2531-6 DOI 10.5281/zenodo.17509854 Editor: Sofia Axelsson, Professor, University of Copenhagen International Editorial Board: Hanne Olofsson Professor, Technical University of Denmark Susanne Bergqvist Professor, Copenhagen Business School Oliver Bengtsson Professor, Aarhus University Peter Lundin Professor, Roskilde University Valdemar Gustafsson Professor, Aalborg University Mette Sjöberg Professor, University of Southern Denmark Rasmus Nilsson Professor, West Jutland University College Ole Björk Professor, University College South Kirsten Eriksson Professor, Danish University of Pharmaceutical Science Elliot Isaksson Professor, Royal School of Library and Information Science Daniel Olsson Professor, Danish Pharmaceutical College Lucas Engström Professor, Pharmaceutical College, Copenhagen Camilla Svensson Professor, Danish School of Media and Journalism Frederik Holmberg Professor, University College Absalon [email protected] https://publisher.agency/ «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 3 Table of Contents Pedagogical Sciences INTEGRATING SPEAKING AND READING SKILLS IN COMMUNICATIVE PEDAGOGY ................................................................................ 6 GULNAR FARMAN HUSEYNOVA ВНЕДРЕНИЕ АВТОРСКИХ ИНФОРМАЦИОННЫХ ТЕХНОЛОГИЙ В УЧЕБНЫЙ ПРОЦЕСС МУЗЫКАЛЬНЫХ УЧРЕЖДЕНИЙ НАЧАЛЬНОГО ЗВЕНА ЗАПАДНО-КАЗАХСТАНСКОЙ ОБЛАСТИ .............................................................................................................. 9 БАБЕНКО ОЛЬГА АЛЕКСАНДРОВНА PSYCHOLOGICAL AND EDUCATIONAL WORK OF AI-DRIVEN ART THERAPY IN ADOLESCENT EMOTIONAL DISORDER INTERVENTION ................................................................................................................................................................................................................... 13 MUKASHEVA,ANAR B. HAN XIAOFEI THEORY OF EDUCATION IN PEDAGOGY .................................................................................................................................................. 19 MAMMADOVA SARA MURADKHAN CHALLENGES OF MODERN EDUCATION - MAIN DUTIES OF A 21ST CENTURY TEACHER ..................................................................... 25 SEVIL JAFAROVA EMERGENCY PREPARATION OF THE POPULATION ................................................................................................................................. 30 GULIYEVA ULVIYYA INGILAB GIZI THE CONCEPT OF EDUCATION IN PEDAGOGY. TYPES OF EDUCATION .................................................................................................. 34 JAFAROVA ATRABE SHIRASTAN Agricultural Sciences THEORETICAL PROSPECTS AND INTEGRATION OF AI-BASED PRECISION FARMING TECHNOLOGY FROM PAKISTAN TO KAZAKHSTAN ................................................................................................................................................................................................................... 39 ULZHALGAS YESSEIKYZY NESIPBAY ANEL DR. ZAHID MAHMOOD Philological Sciences PHRASEOLOGISMS IN MODERN ENGLISH ............................................................................................................................................... 43 SEVINC ABDULLAYEVA DIFFICULTIES IN LEARNING GERMAN NOUN GENDER: A METHODOLOGICAL AND PSYCHOLINGUISTIC APPROACH ........................ 47 KOVSER ABBASOVA PAST TENSE IN PERSIAN AND AZERBAIJANI: A COMPARATIVE ANALYSIS OF MORPHOLOGY, SEMANTICS, AND PEDAGOGY ........... 52 SALMAN ALIYEV ZEYNAB MAMMADOVA АВИАЦИЯ САЛАСЫНДАҒЫ КІРМЕ ТЕРМИНДЕРДІҢ ҚАЗАҚ ТІЛІНДЕГІ ҚҰРЫЛЫМЫ МЕН МАҒЫНАСЫ, ҚЫЗМЕТІ ЖӘНЕ ҚОЛДАНЫЛУЫ ......................................................................................................................................................................................... 56 СЕКСЕМБАЕВА ӘЛИЯ АСЫЛЖАНҚЫЗЫ TRANSCULTURALISM IN THE WORKS OF ROLLAN SEISENBAEV AS A SYNTHESIS OF CULTURAL CODES, PHILOSOPHICAL TRADITIONS AND HISTORICAL NARRATIVES ................................................................................................................................................................. 64 ANDRYUCHSHENKO O.K. THE WAY OF DEVELOPING THE NATIONAL AND LINGUISTIC IDENTITY OF THE KAZAKH NATION THROUGH THE TRANSFORMATION OF THE ABAY LANGUAGE INTO THE WORLD LANGUAGE ...................................................................................................................... 68 KARIMOV BAKHTIYOR RAKHMANOVICH Psychological Sciences THE CREATIVE PROCESS IN EASTERN PHILOSOPHY ................................................................................................................................ 75 KHALILOVA AYBENIZ IMRAN GIZI INTEGRATION OF SCHEMA THERAPY AND TRANSACTIONAL ANALYSIS INTO CLIENT WORK .............................................................. 79 GULNARA HASANOVA Biological Sciences PROTECTIVE MECHANISMS OF MITOCHONDRIA UNDER HEAT STRESS: INTERPLAY BETWEEN PROTEINS, MINERALS, AND REDOX REGULATION ............................................................................................................................................................................................. 83 VITALIY KUDRITSKIY Proceedings of the 11th International Scientific Conference 4 INTEGRATED CELL ENGINEERING AND DATA-DRIVEN REGENERATIVE THERAPEUTICS: CONVERGENCE OF STEM CELL TECHNOLOGIES, EXOSOME BIOLOGY, AGING INTERVENTIONS, AND CLINICAL BIG DATA ANALYTICS ............................................... 92 DAVID APHKHAZAVA LEVAN GULUA ARCHIL CHIRAKADZE NODAR SULASHVILI MOHAMMAD AL MAARRAWI MOHAMMED AFNAAN AHMED PRANAV BALASUBRAMONIAN ANUJA DHANANJAY NAIKWADE ENSAF WALEED SAEED ISMAEEL Geographic Sciences THE MAİN SOURCES OF NUTRİTİON FOR RİVERS İN AZERBAİJAN ....................................................................................................... 110 SHAKILIYEV FARRUKH AFGHAN THE RELIEF OF AZERBAIJAN’S LIBERATED LANDS AND ITS ECONOMIC POTENTIAL ........................................................................... 115 MAMMADOV OKTAY ELNUR CADASTRAL CLASSIFICATION OF KHANKENDI CITY ............................................................................................................................... 121 VALIYEVA FIDAN MAHAMMAD QIZI AZƏRBAYCANIN COĞRAFI MÖCÜZƏLƏRI............................................................................................................................................... 128 ƏLIYEVA ŞƏFƏQ MƏMMƏD QIZI GEOGRAPHICAL DISTRIBUTION OF LAND RESOURCES OF THE EAST ZANGEZUR ECONOMIC REGION ............................................. 131 MAHMUDZADE NAZRIN AZER Economic Sciences ОРГАНИЗАЦИОННАЯ КУЛЬТУРА КАК ФАКТОР СТРАТЕГИЧЕСКОГО РАЗВИТИЯ ОРГАНИЗАЦИИ ................................................... 135 БЕКТЕНОВ АСЕТ ЕРЕКОВИЧ ЕДИГЕНОВ ЕРМЕК СЕРИКБАЕВИЧ СОВРЕМЕННЫЕ ПОДХОДЫ К РЕАЛИЗАЦИИ ПРОЕКТНОГО МЕНЕДЖМЕНТА ................................................................................. 139 ТУЛЕГЕНОВ МИРЛАН БЕРИКОВИЧ АБИЛХАДИРОВ САМАТ МАРАТОВИЧ АНАЛИЗ ЭПИДЕМИОЛОГИЧЕСКИХ ОСОБЕННОСТЕЙ COVID-19 В ПОСТПАНДЕМИЙНЫЙ ПЕРИОД ............................................ 144 ТУРЕБАЕВА СЫМБАТ НҰРПЕЙІС ЖАҚСЫЛЫҚ ЖАРҚЫНБЕКҰЛЫ АБДУЛЛАЕВА ОРАЗКҮЛ СЕРІКБАЙҚЫЗЫ АҒАБЕКОВА АЙДАНА ҮРБИХАНҚЫЗЫ ЖОЛДАС КЛАРА УӘЛИХАНҚЫЗЫ ASSESSMENT OF THE PERFORMANCE OF FOREIGN-ECONOMIC ACTIVITY OF GAS SECTOR COMPANIES IN THE REPUBLIC OF KAZAKHSTAN ........................................................................................................................................................................................... 147 ZINAT IMANGOZHINA İSMAYILLI ŞƏHƏRİNİN İDARƏETMƏ SİSTEMLƏRİNİN TƏKMİLLƏŞDİRİLMƏSİ ...................................................................................... 153 PƏRVIN MƏHƏRRƏMOVA INFORMATİON AND LOGİSTİCS INFRASTRUCTURE AS A FACTOR OF SUSTAİNABLE DEVELOPMENT OF SACRED TOURİSM İN THE REGİON .................................................................................................................................................................................................... 160 KOSSYMBAYEVA S. YESTURLIYEVA A. ZHANGOZHAYEVA E. YESBERGENOVA B. PERNEBEKKYZY N. ENVIRONMENTAL AUDIT OF BLUE TOURISM AS A TOOL FOR INNOVATIVE FORMATION OF THE ESG ECONOMY AND SUSTAINABLE DEVELOPMENT OF KAZAKHSTAN’S COASTAL AREAS ............................................................................................................................ 165 YESTURLIYEVA A. YESBERGENOVA B. AKTILEUOVA G. PERNEBEKKYZY N. ҚАЗАҚСТАНДАҒЫ ИНВЕСТИЦИЯЛЫҚ САЯСАТ ЖӘНЕ ОНЫҢ ӘЛЕУМЕТТІК-ЭКОНОМИКАЛЫҚ ӘСЕРІ .......................................... 169 МАСАБАЕВА А.М ИСУПЖАНОВ А.А. Medical Sciences EPIDEMIOLOGICAL INDICATORS AND STATISTICAL DATA OF ONCOLOGICAL SCREENING AT THE LEVEL OF PRIMARY CARE ......... 173 ARMAN KHOZHAYEV ALUA SATEROVA ZEYNEP MANTAY AINUR KENZHEBAY DAMIRA AKHMEDOVA ZULFIYA ABLAKHATOVA AIDA MOLDABAYEVA MUKHTAR-ILIM ABDYKERIMOV AKHMET SEIDAKHMET AYANA KUZENBAYEVA SABINA ISMAILOVA «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 5 Literature ARTISTIC REFLECTION OF REAL-LIFE FACTS IN THE PLAYS OF ILYAS EFENDYEV.................................................................................. 186 GARANFIL RZAYEVA LANGUAGE AND STYLE ISSUES IN EARLY ENGLISH POETRY ................................................................................................................. 190 MAHMUDZADE SAFURA NOVRUZ GIZI HAROLD PINTER’S INFLUENCE TO THE ENGLISH LITERATURE ............................................................................................................. 194 A.R.BASHIRZADE Political Studies BETWEEN BRUSSELS AND LONDON:THE CONCEPTUAL ANALYSIS OF THE POLAND’S BALANCING ACT IN EUROPEAN POWER POLITICS .................................................................................................................................................................................................. 198 ANVAR ISMAYILLI RASHID Technical Sciences ШУ ЖӘНЕ ТАЛАС ӨЗЕНДЕРІ АЛАБЫ БОЙЫНША 2023 ЖЫЛҒЫ ВЕГЕТАЦИЯЛЫҚ КЕЗЕҢ ҚОРЫТЫНДЫЛАРЫ ............................. 206 ЕСПАЛАЕВА БИНАЗИР КЕНЖЕХАНОВНА ОСОБЕННОСТИ ФИЗИКО-ГЕОГРАФИЧЕСКОЙ ХАРАКТЕРИСТИКИ ИЛИ-БАЛХАШСКОГО БАССЕЙНА ............................................ 213 МҰХАМЕДЖАНОВА САБИНА МУСАХАНОВНА ARTIFICIAL INTELLIGENCE–DRIVEN DIGITAL TWIN MODELS FOR OPTIMIZING FREIGHT FLOW MANAGEMENT IN DRY CARGO PORTS ...................................................................................................................................................................................................... 220 TOLEBAY D.A. BIG DATA ANALYTICS AND DIGITAL TWIN INTEGRATION FOR SUSTAINABLE DEVELOPMENT OF DRY CARGO PORT OPERATIONS 227 TOLEBAY D.A. KUATBAYEVA A.A. Physical and Mathematical Sciences THE 5-DIMENSIONAL EXTENSION OF THE TEMPORAL THEORY OF THE UNIVERSE (TTU-5D). FROM STRUCTURED TIME TO HYPERTIME DYNAMICS ..................................................................................................................................................................................... 238 LEMESHKO ANDRIY Historical Sciences CUMHURİYET DÖNEMİ TÜRK-AMERİKAN İLİŞKİLERİ ............................................................................................................................. 243 VALIYEVA DURDANE MUBARIZ 8 NOYABR – QÜRUR VƏ ZƏFƏR GÜNÜMÜZ .......................................................................................................................................... 251 XANBATOVA LEYLA BƏYLƏR QIZI Sociological Sciences CHILD MARRIAGE AS A SOCIAL-PHENOMENON IN CENTRAL ASIA: A COMPARATIVE ANALYSIS OF RESEARCH ............................... 253 ABSHENOVA L.U. Proceedings of the 11th International Scientific Conference 6 Pedagogical Sciences Integrating Speaking and Reading Skills in Communicative Pedagogy GULNAR FARMAN HUSEYNOVA Baku Business University Abstract The integraon of reading and speaking within communicave pedagogy has become increasingly significant in the context of higher educaon. In language teaching, parcularly in English as a Foreign Language (EFL) sengs, the ability to connect recepve and producve skills is central to developing communicave competence. This paper examines how communicave language teaching (CLT) principles promote the interacon between reading and speaking, and how this relaonship enhances comprehension, fluency, and engagement among university students. The discussion is grounded in established theorecal perspecves such as the input and output hypotheses, sociocultural theory, and communicave competence models. Drawing on previous studies, this paper argues that combining reading comprehension with oral communicaon creates a dynamic and interacve environment conducive to deeper learning and more authenc language use. Keywords: Communicave Language Teaching, Integrated Skills, Reading, Speaking, EFL, Higher Educaon In many university classrooms, reading and speaking have tradionally been taught as separate skills. Reading is oen associated with comprehension, vocabulary development, and silent processing, while speaking is viewed as an independent producve skill used for oral performance or presentaon. Communicave pedagogy challenges this separaon by emphasizing language as a means of real communicaon rather than a set of discrete abilies. As Richards and Rodgers (2014) note, CLT encourages learners to use language for meaningful interacon, thereby integrang different skills naturally within communicave contexts. When students engage with reading texts and subsequently discuss or interpret them, they pracce comprehension, analysis, and expression simultaneously. This holisc approach fosters linguisc fluency and develops higher-order thinking skills essenal for academic success. The theorecal underpinnings of skill integraon can be traced to several influenal models. Krashen’s (1985) Input Hypothesis highlights the necessity of comprehensible input in language learning, while Swain’s (1995) Output Hypothesis stresses the importance of producon in consolidang linguisc knowledge. Together, these frameworks illustrate that input alone is insufficient; learners must also produce language to internalize it effecvely. Vygotsky’s (1978) sociocultural perspecve further explains that knowledge is constructed through social interacon, with language serving as the primary medium for learning. Within this framework, reading provides the smulus for thought, and speaking funcons as the tool through which understanding is arculated and negoated. Long’s (1996) Interacon Hypothesis similarly supports the idea that negoaon of meaning in communicave exchanges promotes language development. Therefore, integrang reading and speaking allows learners to move fluidly between comprehension and producon, reinforcing both processes. A growing body of research supports the pedagogical effecveness of integrated-skill instrucon. Carrell and Eisterhold (1983) found that students who perform reading-to-speak tasks, «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 7 such as summarizing or retelling, demonstrate improved comprehension and oral fluency. Studies by Hinkel (2010) and Nunan (2015) indicate that when learners connect reading materials to communicave acvies, they acquire vocabulary more effecvely and develop stronger discourse competence. In higher educaon contexts, Liu and Jackson (2019) observed that reading-based discussions enhance crical thinking and interpreve ability, while Pham and Nguyen (2020) reported that integraon increases student engagement and autonomy. These findings collecvely suggest that linking recepve and producve language skills contributes significantly to communicave competence and learner movaon. Pedagogically, integrang reading and speaking transforms the classroom into a collaborave learning environment. Students no longer act as passive recipients of informaon but become acve parcipants in meaning-making. Aer reading a text, they discuss ideas, express opinions, and clarify meaning through dialogue. Such interacon encourages negoaon of meaning and supports language use in authenc contexts. It also promotes metacognive awareness, as learners must analyze and evaluate informaon before verbalizing it. Grabe (2009) emphasizes that this mental transion from reading to oral communicaon deepens comprehension and aids long-term retenon of new language. The communicave classroom, therefore, becomes a space for intellectual and linguisc growth. In praccal applicaon, integraon can be achieved through a variety of communicave techniques. Instructors may organize reading lessons that lead to oral exchanges through predicon acvies, group discussions, debates, or project-based presentaons. Pre-reading acvies such as brainstorming or discussing prior knowledge help acvate students’ schemata. During reading, learners can annotate, take notes, or share ideas in pairs to maintain interacon. Aer reading, acvies like discussions, role plays, or summaries allow learners to transform their understanding into spoken language. Tasks such as literature circles, jigsaw reading, and problemsolving discussions are especially effecve because they encourage collaboraon and require students to exchange interpretaons of a shared text. These methods enable learners to use reading as a foundaon for authenc communicaon. However, implemenng integrated instrucon in university contexts presents several challenges. Some educators may lack training in communicave and integrated methodologies, while students accustomed to teacher-centered instrucon might inially feel uncomfortable with interacve acvies. Large class sizes and limited instruconal me also restrict opportunies for oral communicaon. To overcome these barriers, teacher development programs should include training in integrated-skill pedagogy, emphasizing how communicave tasks can be adapted to different classroom environments. Technology can further support integraon; online discussion boards, digital storytelling, and virtual debates provide plaorms for connued oral interacon beyond the classroom (Godwin-Jones, 2018). These tools make it easier for students to connect reading input with speaking output in meaningful ways. The integraon of reading and speaking carries significant implicaons for curriculum design and assessment. Curriculum planners should ensure that learning outcomes reflect communicave objecves and encourage connecons between comprehension and oral performance. Assessment methods should also evolve to measure both skills simultaneously. Tradional wrien tests oen fail to capture the interacve nature of communicaon, whereas formave techniques such as porolios, reflecve journals, peer feedback, and oral presentaons provide a more comprehensive evaluaon of student progress. Furthermore, integrang language learning with disciplinary content at the university level can enhance both language proficiency and academic literacy, preparing students for real-world communicaon in academic and professional sengs. In conclusion, integrang reading and speaking skills within communicave pedagogy marks an important shi toward holisc and interacon-based learning. By uning recepve and Proceedings of the 11th International Scientific Conference 8 producve modes, educators can create condions that promote comprehension, fluency, and crical thinking. The reviewed literature demonstrates that communicave and task-based instrucon offers an effecve framework for this integraon. Although challenges remain in teacher preparaon and assessment, the pedagogical benefits—enhanced engagement, improved language competence, and stronger academic performance—clearly outweigh the difficules. Future research should connue to explore how technology and blended learning can further support the integraon of skills in higher educaon. Ulmately, the connecon between reading and speaking is not only pedagogically sound but essenal to achieving communicave competence in modern EFL instrucon. References Brown, H. D. (2014). Principles of language learning and teaching (6th ed.). Pearson Educaon. Canale, M., & Swain, M. (1980). Theorecal bases of communicave approaches to second language teaching and tesng. Applied Linguiscs, 1(1), 1–47. Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17(4), 553–573. Celce-Murcia, M. (2007). Rethinking the role of communicave competence in language teaching. University of Michigan Press. Godwin-Jones, R. (2018). Using mobile technology to develop language skills and cultural understanding. Language Learning & Technology, 22(3), 3–17. Grabe, W. (2009). Reading in a second language: Moving from theory to pracce. Cambridge University Press. Hinkel, E. (2010). Integrang the four skills: Current and historical perspecves. In R. Kaplan (Ed.), The Oxford handbook of applied linguiscs (pp. 110–126). Oxford University Press. Krashen, S. (1985). The input hypothesis: Issues and implicaons. Longman. Lilewood, W. (2018). Communicave language teaching: An introducon. Cambridge University Press. Liu, M., & Jackson, J. (2019). An exploraon of Chinese EFL learners’ unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 93(1), 71–86. Long, M. H. (1996). The role of the linguisc environment in second language acquision. In W. Ritchie & T. Bhaa (Eds.), Handbook of second language acquision (pp. 413–468). Academic Press. Naon, I. S. P. (2013). Learning vocabulary in another language. Cambridge University Press. Nunan, D. (2015). Teaching English to speakers of other languages: An introducon. Routledge. Pham, H. T., & Nguyen, N. T. (2020). Integrang reading and speaking to develop communicave competence: A study of EFL learners in Vietnam. Asian EFL Journal, 27(3), 56–74. Richards, J. C. (2015). Key issues in language teaching. Cambridge University Press. Richards, J. C., & Rodgers, T. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press. Swain, M. (1995). Three funcons of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and pracce in applied linguiscs (pp. 125–144). Oxford University Press. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 9 ВНЕДРЕНИЕ АВТОРСКИХ ИНФОРМАЦИОННЫХ ТЕХНОЛОГИЙ В УЧЕБНЫЙ ПРОЦЕСС МУЗЫКАЛЬНЫХ УЧРЕЖДЕНИЙ НАЧАЛЬНОГО ЗВЕНА ЗАПАДНО-КАЗАХСТАНСКОЙ ОБЛАСТИ Бабенко Ольга Александровна кандидат педагогических наук, старший преподаватель, Западно-Казахстанский университет им. М. Утемисова В совершенствовании учебного процесса музыкального образования ЗападноКазахстанской области заметным явлением стало развитие новаторского движения, т.е. инновационных методов работы. Прежде всего это отразилось в разработке ряда авторских программ преподавателей музыкальных учебных заведений г.Уральска. Применительно к педагогическому процессу инновация означает введение нового в цели, содержание, методы и формы обучения и воспитания, организацию совместной деятельности учителя и учащегося [1]. Под инновациями в образовании понимается процесс совершенствования педагогических технологий, совокупности методов, приемов и средств обучения. В настоящее время инновационная педагогическая деятельность является одним из существенных компонентов образовательной деятельности любого учебного заведения. И это неслучайно. Именно инновационная деятельность не только создает основу для создания конкурентоспособности того или иного учреждения на рынке образовательных услуг, но и определяет направления профессионального роста педагога, его творческого поиска, реально способствует личностному росту воспитанников. Поэтому инновационная деятельность неразрывно связана с научно-методической деятельностью педагогов и учебно-исследовательской воспитанников. Инновационная деятельность направлена на разработку, апробацию и внедрение в практику деятельности объединений современных педагогических технологий, направленных на эффективное решение тех приоритетных задач, которые заявляет педагогический коллектив. Учителя музыкальных школ города и области работают в этом направлении и достигли определенных результатов. Так, педагогический коллектив ДШИ №1 разработал ряд авторских методических пособий и программ, которые успешно внедрил в учебный процесс. Преподаватель Юсупова Г.Д. опубликовала авторскую программу «Работа с детским хором», в которой обобщен многолетний опыт педагога, и на его основании разработана методика проведения уроков с младшими школьниками. Программа включает такие методы работы как игровые моменты, «звуковая пластика»,мимическая гимнастика. Педагогом этой же школы, Титовой И.И., разработана авторская программа по казахской музыкальной литературе для ДМШ. Автором внесен ряд дополнений в типовые программы для ДМШ, а также проведена работа по составлению тестов, контрольных вопросов, дополнен список музыкальных произведений. Не только музыкальные школы в областном центре, но и районные ДМШ работают в данном направлении. Ярким примером творческого подхода к учебному процессу и Proceedings of the 11th International Scientific Conference 16 studies contribute creave techniques and expressive forms used in therapy. Although art therapy has shown good results in improving emoonal well-being, its applicaon in adolescent emoonal disorder intervenon sll faces some problems, such as the lack of unified evaluaon standards and limited scienfic assessment of the intervenon process. Argumentaon This part explores how AI-driven art therapy can be used in intervenons for adolescent emoonal disorders. Based on the theories of AI, art therapy, psychology, and teaching strategies discussed earlier, this secon explains how AI and art therapy work together, how psychological and teaching strategies are applied, and what limits and debates exist in their implementaon. It aims to show the psychological and educaonal effects of AI-based art therapy through a clear and mul-angle discussion. AI can support art therapy in several ways. It can use deep learning and natural language processing to recognize and analyze the emoonal states of adolescents. Based on this, it can create personalized intervenon plans. It can also help art therapists with arsc creaon, making the process faster and more effecve. In addion, AI can build virtual reality and other immersive environments, giving young people richer therapy experiences. Art therapy itself helps adolescents express emoons and improve mental health through art creaon and performance. It allows them to understand their own emoons and manage them beer. It helps them build a posive self-image and stronger self-confidence. It also helps them develop social skills and improve relaonships with others. For example, one research instuon developed a virtual reality art therapy system using AI for adolescents with emoonal disorders. The system analyzed each individual’s emoons and created a personalized art therapy plan. It improved emoonal regulaon and increased parcipaon. There are sll some debates and limits in combining AI and art therapy. The use of AI can raise ethical issues such as privacy and data safety. The creave ability of AI is sll limited and may not fully meet the personal needs of adolescents. The integraon of AI and art therapy is sll at an early stage, and its effects and feasibility need more tesng. Psychological and teaching strategies also play an important role in emoonal disorder intervenon. Psychological strategies include cognive-behavioral therapy, emoonal regulaon training, and psychological educaon. Cognive-behavioral therapy helps adolescents idenfy and change negave thought paerns. Emoonal regulaon training teaches them useful techniques such as deep breathing and relaxaon. Psychological educaon raises mental health awareness and strengthens self-protecon skills. Teaching strategies include group counseling, role-playing, and situaon simulaon. Group counseling provides a plaorm for sharing and mutual support. Role-playing and simulaon help adolescents pracce communicaon and improve social adaptability. For instance, one school organized a psychological intervenon program for students with emoonal problems. It included group counseling and emoonal training and showed clear improvements in emoonal control. Psychological and teaching strategies are useful but also have some limits. They require professional guidance and supervision. Without it, the effects may be reduced or even negave. Their outcomes also differ among individuals, so the methods must be adjusted according to personal needs and characteriscs. The implementaon of AI-driven art therapy for adolescents also faces limits and academic debates. Each plan must fit the individual’s emoonal and cognive situaon. It is also necessary to protect privacy and ensure data security. To deal with these problems, further theorecal integraon is needed. Researchers should study the foundaons of AI and art therapy more deeply to support implementaon. Research methods should be improved to make the process more scienfic and reliable. Pracce should also be expanded to test the validity and feasibility of this «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 17 approach. The integraon of AI and art therapy has value for industries, society, organizaons, and policy making. It gives new direcons for the development of related industries, provides praccal references for social organizaons, and offers theorecal guidance for policy design. Conclusion This study explored how AI-driven art therapy can be used in intervenons for adolescent emoonal disorders. It examined the combinaon of AI and art therapy, the use of psychological and teaching strategies, and the implementaon process of AI-based intervenons. The analysis shows that combining AI with art therapy brings new perspecves and praccal methods for supporng adolescents with emoonal problems. It helps improve the effecveness of intervenons and provides new ways to support emoonal regulaon and psychological growth. The research shows that the integraon of AI and art therapy can increase the precision and personalizaon of intervenons. It helps create a more flexible and interacve form of therapy that beer matches the needs of adolescents. However, this area of study is sll developing, and more work is needed to improve both theory and pracce. Future research should pay more aenon to ethical concerns such as privacy, data protecon, and possible algorithm bias, because these issues directly affect the safety and reliability of intervenons. It is also important to improve psychological and teaching strategies to fit the needs of different adolescent groups. Intervenons should be designed with aenon to personal differences, emoonal sensivity, and learning environments. Strengthening theorecal research on AI and art therapy will help explain their underlying mechanisms and support future applicaons. This research provides useful insights for the field of adolescent mental health. It expands the theory of art therapy and offers praccal tools for improving intervenon outcomes. It also supports innovaon in the mental health industry by introducing new and efficient intervenon approaches. The findings may help guide educaonal instuons, community organizaons, and policy makers to design beer programs for adolescent psychological care and health promoon. References [1] Ye Zixuan, Liu Huasen. The role of technology in promong sports parcipaon among college students[J]. Educaon and Informaon Technologies, 2025, : 1. [2] Amini Mansour, Qiufen Wang, Amini Davoud, Ravindran Latha, Lin Debbita Tan Ai, Ganapathy Malini, Singh Manjet Kaur Mehar. The significance of humanisc approach and moral development in English language classrooms[J]. Discover Educaon, 2025, 4(1): 1. [3] Anonymous. World Congress on Osteoporosis, Osteoarthris and Musculoskeletal Diseases (WCO-IOF-ESCEO 2025)[J]. Aging Clinical and Experimental Research, 2025, 37(1): 1. [4] Anonymous. Proceedings of the 6th Naonal Big Data Health Science Conference[J]. BMC Proceedings, 2025, 19(13): 1. [5] Voultsiou Evdokia, Moussiades Leeris. A systemac review of AI, VR, and LLM applicaons in special educaon: Opportunies, challenges, and future direcons[J]. Educaon and Informaon Technologies, 2025, 30(13): 19141. [6] Liu Jin, Chen Miao, He Huihua, Liu Hongze, Luo Wenwei, Li Hui. Forms and funcons innovaon: a scoping review of digital and intelligence technologies in early childhood educaon pracce[J]. AI, Brain and Child, 2025, 1(1): 1. [7] Anonymous. 24th ISoP Annual Meeng “Pharmacovigilance: Back to the Future” 24–27 October 2025 Cairo, Egypt[J]. Drug Safety, 2025, : 1. [8] Anonymous. Abstracts from the 2025 Annual Meeng of the Society of General Internal Medicine[J]. Journal of General Internal Medicine, 2025, 40(1): 1. [9] Anonymous. Abstracts from the 6th congress of Joint European Neonatal Sociees: oral Proceedings of the 11th International Scientific Conference 18 presentaons[J]. Pediatric Research, 2025, 98(1): 1. [10] Anonymous. ECR 2025 Book of Abstracts[J]. Insights into Imaging, 2025, 16(1): 1. «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 19 THEORY OF EDUCATION IN PEDAGOGY Mammadova Sara Muradkhan Senior Lecturer, Agjabedi Branch of Azerbaijan State Pedagogical University, Azerbaijan Abstract. Education is one of the main categories of pedagogy and plays a decisive role in the formation of human personality. In pedagogical science, education is not only the process of forming behavior and morality, but also a complex activity that ensures the social, spiritual, intellectual and emotional development of a person. The theory of education studies this process on a scientific basis, determines its goals and objectives, and systematizes its methods and principles. The main goal of the theory of education is to educate a person who is morally perfect, independent-thinking and socially responsible, in accordance with the ideals of society. In this regard, the content of the education process changes in accordance with the socio-political, cultural and spiritual requirements of each era. In modern pedagogy, the concept of education is based on the principle of respect for human nature, potential opportunities and individual characteristics. The theory of education has both a scientific and practical nature: on the one hand, it studies the regularities of human development, and on the other hand, it allows applying this knowledge in the educational and social environment. From a pedagogical point of view, education is evaluated as a purposeful and planned activity; its results have a long-term, but profound effect. Consequently, the theory of education in pedagogy is a scientific system that ensures the comprehensive development of the personality. It is not only an integral part of the educational process, but also one of the main pillars of the moral and cultural stability of society. Keywords: pedagogy, theory of education, types of education, purpose of education, tasks of education, etc. The history of education is likely to begin with the earliest times when human society arose. Education played an indispensable role in the development of members of society during all socioeconomic formations. Education was the main criterion in regulating communication, normal relations, labor habits, and family and household issues among ancient people. The prominent ethnopedagogist Professor Aliheydar Hashimov writes that “The history of education is as old as the history of human society. There has never been a period in the history of the development of society when representatives of the older generation did not take care of the education of the younger generation. However, at different times, at different stages of development, the essence, character and ways of instilling education in children have not been at the same level” (1, p.9) Over time, education has gradually developed, and thus, folk education methods, tools, approaches, and moral rules that serve the exemplary behavior of members of society, especially the younger generation, have begun to emerge. Thanks to these, a number of educational traditions and customs related to moral rules have emerged. Such educational customs and traditions, which were instilled in oral form, were later formed and improved. Examples of oral folk creativity materials from almost all genres and types contain educational ideas. There are as many educational ideas in ayıl, lıylas, bayatıs, riddles, proverbs, riddles, proverbs, sayings, compositions, tests, calculations, nazzals, similes, beliefs, varsaqıs, tuyuks, goshmız, tajnis, gerayıls, deyishmes, muxammas, mustazads, holovars, sıyaçı sözlı, murabbas, tambabands, terjibands, ghazals, qasids, sözlı The word "Tarbiye" and its other shades of meaning can be found in ancient Turkic monuments, including national and spiritual values belonging to Turkic-speaking peoples such as "Bilgamus", "Orkhan-Yenisey", "Dirsakhan", as well as in the book "Divani Lugat - IT - Turk" written by Mahmud Kashgari in 1072-1073 (466 in the Hijri calendar). The prominent Proceedings of the 11th International Scientific Conference 20 Turkish thinker Mahmud Kashgari, who lived in the 11th century, wrote this book with the aim of teaching the Turkish language to Arabs. As is known, the settlement of Turks in a number of Arab countries and the residence of Turks in some countries made it more necessary for these two peoples to communicate. Taking this into account, Mahmud Kashgari considered it necessary to have a single language belonging to the Turkic peoples in the 11th century, and also considered it necessary to teach the Turkish language to Arab peoples. As is known, since non-Arabs, especially Turkic-speaking peoples, lived in a part of Iraq, they called it “Iraqi-Ajam”. There is enough information in the sources that this phrasebook is a great means of communication for those living in Iraqi-Ajam. The word “tarbiye” in Arab-Persian languages, “terbiye” in Turkish Turkish, “trbiye” in Bashkir language, “tarbiya” in Kyrgyz dialect, “tarbiye” in Kazakh, “tarbiye” in Turkmen, “tarbiye” in Uzbek, “tarbiye” in Uyghurs and peoples belonging to the Uyghur group (Uyghurs, Kashgars, Dolans, Khotons, Ilis), “torbiya” in Karakalpak language, “tirpey” in Chuvash language, and “tarbiye” in Tatar language has only one meaning: It is the development, formation and improvement of moral qualities related to behavior in people. Even before the content of education (principles, methods, requirements, means, etc.) was determined by scientific pedagogy, oral methods and ways of public education existed. “Keep the advice I have given you in your ears”, “Our ancestors, elders, and white-haired people have tested the advice I have given you for thousands of years. Always follow them!”, “Look, I advise you, if you are white in the face of the elderly, your children will also be white in the face of you in the future”, “I would never have expected it from you”, “Such actions do not bring pride to a person”, “Oh smart boy”, “Oh good boy”, “May God bless you, my child”, “You are good, what good hands you have!”, “Shame on you, a person does not do such a thing to another person”, “This action of yours is a crime”, “I warn you, if you do such an act again, you will be angry with yourself!”, “Don't argue, it will stick in your head”, “I forbid you to talk like that”, “I have reprimanded you once for this action, try not to do it again”, “May this thing you did come back to haunt you” and other such advice and advice. They gave advice, recommendations, and admonitions; they encouraged children through praise, applause, and flattery; and they corrected their mistakes through scolding, scolding, reprimanding, threatening, and scolding. After the establishment of educational institutions in various periods, theoretical educational traditions began to emerge. There are rich facts in our history of pedagogical ideas regarding school and educational traditions during the period of the states existing in the territory of ancient Azerbaijan during feudalism. In the epics “Avesta” and “Kitabi Dede Gorgud”, along with national traditions, more perfect educational traditions began to develop during the periods when Islam spread in Azerbaijan. It is necessary to specially mention the educational ideas in the works of our classical writers who lived in the 12th-18th centuries. The educational ideas of Abulhasan Bahmanyar Al Azerbaijan, Khagani Shirvani, Nizami Ganjavi, Nasireddin Tusi, Assar Tabrizi, Maraghayi, Imadeddin Nasimi, Shah Ismail Khatai, Saib Tabrizi, Mahammad Fuzuli, Qovsi Tabrizi, Molla Panah Vagif, Molla Veli Vidadi, and Gasimbey Zakir have become examples for the education of children. After the invasion of Azerbaijan by Tsarist Russia (starting in 1801), progressive educational traditions began to emerge in various types of schools operating in different regions, including Ganjabasar, Karabakh, Nakhchivan, Guba, Sheki, Lankaran, and Baku. These educational traditions gave impetus to the development of new educational traditions in educational institutions established during the Soviet period. Educational institutions operating in the USSR for 71 years were established in accordance with the requirements of the program of the Soviet Communist Party, in accordance with the «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 21 principles of socialism-communism, as well as Marxism-Leninism. Education was called "Communist education". Only since the years of our independence did educational work begin to be carried out in our country in accordance with the principles of humanization and democratization, in accordance with the requirements of the new "Education Law", the "Constitution of the Republic of Azerbaijan" and the educational reforms implemented in our country. In our country, the content of educational work is determined in accordance with the relevant age groups and its purpose. The National Pedagogy, approved and instilled by the Ministry of Education of the Republic of Azerbaijan, has expressed the purpose of education more clearly. National Pedagogy has defined the purpose of education as follows: the purpose of education is to help educate citizens who are capable of protecting the independence of the republic, territorial integrity, inviolability of its borders, and raising our country to the level of developed democratic states through the acquisition of national and universal values related to behavior. In the current contrasting conditions where scientific and technological progress is constantly increasing, our country is constantly developing despite the occupation of our lands by our hated neighbors and the acquisition of 20% of our territory. The export of our underground and surface resources to world markets, the acceptance of our republic into the Council of Europe, are constantly increasing its prestige. In such conditions, it is very important to correctly define its tasks in accordance with the purpose of education. During the period of independent state building, one of the most important tasks of education is to raise citizens who are comprehensively developed, possess a scientific worldview, intellectual level, healthy artistic taste, physical perfection, and economic knowledge, who protect the environment, who love their art with exemplary morality and deep love. In order to raise representatives of the new generation as healthy-spirited citizens, it is important to achieve the following tasks:  To raise citizens who are comprehensively developed in terms of their scientific worldview and ideological and political level. For this, both in the educational process and in extracurricular activities, while teaching students the basics of science, they should be instilled with a sense of love, respect, and reverence for statehood and its attributes;  It is necessary to achieve the purification of the morals of students. Thus, it is necessary to reveal in them the virtues that are positive manifestations of morality (friendship, companionship, sincerity, honesty, generosity, dignity, dignity, beauty of mind, generosity, fortitude, determination, courage, tolerance, humility, patience, patriotism, protecting the homeland from foreign eyes, dignity, kindness, justice, loyalty, etc.) and to correct the vices that are negative manifestations of morality (lying, cowardice, betrayal of the homeland, hypocrisy, theft, stupidity, madness, cruelty, oppression, forbiddenness, carelessness, flattery, betrayal, tendency to superstition, stubbornness, etc.);  It is necessary to educate students as people with comprehensive scientific and artistic taste. One of the most important tasks is to direct them to love the beauties of nature, to accustom them to feel, perceive and appreciate the examples that instill pleasure in art. It is important to teach them to love poetry, prose, drama, theater, museum exhibits, dance, song, jazz music, mugham, tasnif, color, diringa, rap, vocaliz, choir, ancient musical instruments and the like;  One of the tasks in secondary general education schools is to take care of the physical education of each student, to form their physical culture. Ensuring the formation of their special abilities both physically and morally in sports lessons, in sections for different types of sports, in training conditions, in competitions, contests, tournaments is an important part of those tasks;  One of the tasks ahead is to accustom students to labor starting from the early school age, to properly use the educational opportunities arising from the interaction of labor training Proceedings of the 11th International Scientific Conference 22 and productive labor on a polytechnic basis. In such a process, the normal attitude towards labor, crazy love, inexhaustible respect for hardworking people, feelings of business that adorn people's lives, as well as the effective and invaluable protection of human labor, the ability to work selflessly for the benefit of the helpless and the disadvantaged are integral parts of the mentioned tasks;  In order to form the ecological education of students, it is necessary to familiarize them with the concepts of "ecological awareness", "ecological knowledge", "ecological education", "ecological thinking", "ecological worldview", "ecological activity", "ecological behavior" in various activities, and to instill in them a number of practical habits to protect the environment. Teaching students a caring attitude towards nature, accustoming them to love and protect the environment, and familiarizing them with the socio-political, economic, spiritual and moral values of protecting the ecological environment are among the most sacred tasks;  The proper organization of students' economic education forms a broad worldview about the economic potential, forms of ownership, production discipline, economic efficiency, economic abundance, agricultural economy, economic balance of industry, and economic abundance created by the oil and gas economy in society. The proper organization of economic education not only increases their knowledge in all areas of economic development in our country, but also acquaints them with such economically profitable projects as the Contract of the Century (1994), the Silk Road, Oil Contracts, Baku-Ceyhan, Baku-Supsa, Baku-Novosibirsk, and others, and with successful stages of economic development in the fields of mechanical engineering, cotton growing, tea growing, viticulture, and animal husbandry. All of these are tasks that are considered necessary to be implemented in the field of forming economic education; The development of legal education of the younger generation shapes their attitude to legal norms, creates students' socio-legal mindset, increases their activity in the field of legal culture, expands their ideas about property law, domestic law, tax law and other legal issues and directives. All this calls them to be disciplined, responsible, and raises the level of upbringing, such as being ready to protect not only their own rights, but also the rights of other citizens. Carrying out such useful work in the process of upbringing is also one of the main tasks. This issue related to primary education also has epistemological roots. Back in the 13th century, the prominent Azerbaijani thinker Nasireddin Tusi noted the importance of the speech soul in the primary education of a child and the creation of elements of perfection in a child by these forces. Tusi considers the work to be carried out in theoretical directions as "forces of scientific perfection", and the work to be carried out in practical directions as "perfection of practical power". In this regard, Nasir al-Din Tusi writes: “The power of scientific perfection is called that which is directed towards learning science and acquiring enlightenment; as a result of this enthusiasm and desire, it is possible to determine the degrees of beings, to penetrate the essence of truths; then to comprehend the absolute truth, which is the true goal and where all beings end, and perhaps to achieve the art of reaching it... The perfection of practical power is called that which allows a person to organize and adapt his capabilities and activities in such a way that in this case morality is brought up in a suitable and pleasing way. ” (2, p. 59-60) As can be seen, N. Tusi considers it necessary to correctly apply absolute truth, that is, the organization of theoretical concepts in capabilities and activities, in practice. Therefore, it is necessary to start the work of correctly approaching the child in the theoretical and practical directions that are considered necessary for initial education very early. N. Tusi recommends starting this work right from the naming ceremony. He writes: “First of all, when a child is born, it is necessary to give him a good name. If he is given an inappropriate name, he will be ashamed of it for the rest of his life, and his blood will be black.” (2, p. 168) Since naming a child is the basis for starting primary education, it is necessary to choose the right name first. According to national pedagogy, “primary education is the purposeful, planned and «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 23 organized formation of national and universal moral qualities in the younger generation that are considered useful for the family and society, related to behavior.” Although it is easier to engage in primary education than other types of education, it is very responsible. Because in this type of education, the foundation of education is laid. Therefore, the foundation should be laid in such a way that contradictions, concerns, contrasts, and dangerous situations do not manifest themselves in subsequent processes. During primary education, it is necessary to prioritize the instillation of the most necessary moral qualities and examples that characterize these qualities. N. Tusi also recommends this. In this regard, he wrote that "After the child is weaned, it is necessary to start educating him and teaching him discipline before his morals have time to deteriorate. Since a child may be inclined to bad habits due to the innate defects in his nature, it is necessary to prevent it before its time and purify his morals by considering his nature, that is, whichever pure force manifests itself first in the child, its improvement should be prioritized." (2, p. 168) The moral norms instilled in a child at the first stage of primary education can be directed in a good direction at a later stage by the influence of family members, relatives, neighbors and close people. Professor Nuraddin Kazimov writes that, “As a child grows up, the moral qualities formed as a result of the deliberate or unintended influence of parents, siblings, grandparents, relatives and peers on him can be both beneficial and harmful for the family and society” (3, p. 267). Therefore, the positive qualities that arise in the child’s upbringing during primary education should be developed and regulated by the environment surrounding him, while negative traits should be corrected and eliminated. In Tusi’s words, “the first condition of upbringing is that you should not let the child sit and play with people and things that will spoil his nature, because the child’s soul is simple, and he quickly takes on the character of those around him.” (3, p. 168). The purposeful, planned organization of primary education is of great importance for the moments when the child begins his school period. Because in the school environment, positive manifestations of his morality (education) are well received. According to national pedagogy, the purposeful and planned assimilation of useful qualities without the direct control of educators is self-education. Self-education is a more difficult process. If the participants in the process of primary education and re-education and these participants closely participate in the organization, development, formation and improvement of both primary education and re-education as close assistants, guides, and guides of the student, then the student himself becomes the only participant in self-education. The student himself occupies that leading position. Therefore, in the process of self-education, the student faces more responsible tasks. There are two sides of the self-education mechanism to implement these tasks. The first of these parties, which are constantly in mutual contact and warm relations with each other, is the individual himself. That is, the student (person) is the main object of self-education, and the second is the environment surrounding the object of self-education. That individual observes a large number of positive moral examples and moral norms for self-education in the environment surrounding him (4, p.26). National pedagogy evaluates re-education as follows: “re-education is the purposeful, planned and organized elimination of harmful traits rooted in a person’s consciousness or behavior and the instillation of national and universal qualities of social significance in them in their place.”  Those who need re-education are called ill-mannered people among the people.  They are also characterized as ill-mannered people in official circles. These people, who are encountered among schoolchildren, are called ill-mannered because, due to their exposure to harmful influences in various environments, a number of harmful traits have begun to take root in their consciousness and behavior. Such people usually move away from school and education and, under the influence of Proceedings of the 11th International Scientific Conference 24 various people and groups, engage in activities that contradict educational actions, educational components, and moral qualities. There are many reasons that lead to such people becoming illmannered. These reasons can be concisely grouped as follows:  improper organization of primary education;  a naive approach to education in the stages after primary education;  parents' inability to properly educate children in the family;  weak interaction between the family and the school;  anti-pedagogical "methods" used by individual business associations, companies, private enterprises, and individual business owners when using schoolchildren's labor for profit;  public representatives turning a blind eye to the anti-pedagogical actions of minors and schoolchildren who beg on the streets, on the side of highways, at traffic lights, in markets, cafes, restaurants, and other places, wipe car windows, work as porters, smoke, drink alcohol, hang out with drunks, collect money on buses, etc. (5, p.43). Minors and schoolchildren who become "difficult children" due to a number of reasons, both stated and unstated, often commit crimes, become participants in the commission of crimes, and thus end up in prisons and jails. They have the right to participate in test exams after receiving education according to general rules in a school operating with the status of a secondary general education school in a penal institution. Those who are admitted to higher and secondary specialized schools are exempted from serving a certain part of their sentences. All of these are considered factors that contribute to the re-education of these schoolchildren. In pedagogy, the theory of education is a scientific field that studies the regularities of the formation of human personality and is aimed at its purposeful management. Education is an important process that ensures the transmission of the cultural, spiritual and social values of society to future generations. It is not limited only to the instillation of knowledge and skills, but also forms such qualities of personality as moral, aesthetic, patriotism and social responsibility. The main goal of the theory of education in modern pedagogy is to raise a citizen who is comprehensively developed, creatively thinking, loyal to national and human values, and useful to society. This theory is closely related to education and, together with it, creates a systematic and reciprocal effect on the development of the personality. Building the educational process on scientific grounds increases the effectiveness of pedagogical activity and contributes to the spiritual development of society (6, p.72). Thus, the theory of education, as one of the most important directions of pedagogy, is a leading factor in shaping the perfection of a person, his worldview and culture of behavior. This theory constantly maintains its importance in the field of both science and practical activity. LITERATURE: 1. A. Hashimov, F. Sadygov Azerbaijan folk pedagogy. Baku. Unsiyet, 2000 2. N. Tusi, “Akhlaqi Nasiri”, Baku, Lider Publishing House, 2005 3. N.M. Kazimov. School pedagogy, Baku, Chasioglu, 2005 4. Ahmadov, M. (2018). Pedagogy: theoretical and practical foundations. Baku: Education Publishing House. 5. Hasanov, A. (2020). Modern pedagogical processes and education system. Baku: Science and Education. 6. Aliyeva, S. (2017). Theory and methodology of education. Baku: Adiloglu. «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 25 CHALLENGES OF MODERN EDUCATION - MAIN DUTIES OF A 21ST CENTURY TEACHER Sevil Jafarova Senior Lecturer, Agjabadi Branch of Azerbaijan State Pedagogical University, Azerbaijan Abstract. Civilization is changing, the age of technology requires more advanced skills from the teacher. In this case, the teacher should approach his work more professionally and responsibly, and shape his skills in accordance with the requirements of the time. A creative teacher is a teacher who develops the thinking and imagination of students in the teaching process, not only provides them with information, but also encourages them to solve problems in their own way. He makes learning interesting and meaningful by using new methods and technologies, not being satisfied with traditional methods. A creative teacher is a key component of the modern education system. His activities enrich the teaching process, contribute to the intellectual and personal development of students. The preparation and support of such teachers is important for improving the quality of education. Continuous training, sharing of experience and the application of innovative methods are important for increasing the professionalism and creativity of creative teachers. Keywords: teacher, creative teacher, innovation, skills, competencies, features of modern education, digital tools, creative learning environment, etc. The teaching profession is a difficult and honorable profession. It is no coincidence that our Great Leader Heydar Aliyev says about the teacher, about the sanctity of this profession: “I do not know a higher name on earth than a teacher. Each of us has a particle of the warm heart of a teacher. It is the teacher who has taught us with wisdom and patience to love our native land, to work conscientiously for the welfare of all. Each of us has his own teacher, and we cherish his memory in our hearts with respect and gratitude throughout our lives.” In the modern education system, the teaching profession is not only a means of transferring knowledge, but also a profession that enriches the teaching process with its creative abilities and innovative approaches. Therefore, a teacher should approach his work creatively, and strive to increase the effectiveness of the lesson with the new methods and tools he applies. What is the concept of “creative teacher” and what does it include? A creative teacher is a teacher who uses original and effective methods in the teaching process, develops the thinking abilities of students, and increases the quality of education. The concept of a creative teacher is a joint expression of the teacher's personal skills, professional knowledge and psychological preparation. These teachers apply innovative approaches to both lesson planning and assessment. The creative teacher also plays a motivating role in the teaching process, creates conditions for students to express themselves, and builds self-confidence (1, p.47). Civilization is changing, the age of technology requires more advanced skills from the teacher. In this case, the teacher should approach his work more professionally and responsibly, and shape his skills in accordance with the requirements of the time. A creative teacher is a teacher who develops the thinking and imagination of students during the teaching process, who not only provides them with information, but also encourages Proceedings of the 11th International Scientific Conference 32 Theoretical part:  Basic concepts of emergencies, their types and causes;  Methods of population protection, evacuation plans and organization of shelters;  Principles of rescue and emergency medical care;  Risk assessment and preparation of preventive measures. Practical part:  Simulation exercises for emergencies;  Practical training on evacuation of the population and provision of first aid;  Firefighting and rescue operations rehearsals;  Organization of cooperation and teamwork.  Rules and methodological approaches Training programs are implemented in accordance with regulatory and legal acts approved by the state. Students are trained in stages: first, theoretical knowledge is acquired, then practical skills are developed. Training is held regularly and students' knowledge and skills are assessed. These rules create the basis for their effective and prompt action in emergency situations. Public education and training in the civil defense system are among the main factors ensuring the resilience of society to emergencies. Increasing the knowledge and skills of the population in civil defense ensures not only the protection of life, but also the minimization of the consequences of emergencies. Therefore, the organization and planning of training should be carried out on a systematic and scientific basis (4). Public education in civil defense is based on regulatory and legal documents established by the state. The Ministry of Emergency Situations and civil defense bodies develop and implement training programs for the population. Local executive authorities, educational and healthcare institutions, as well as public organizations actively participate in the organizational process. Training plans are developed in stages: 1. Readiness and needs analysis: The level of information of the population and areas at risk are determined. 2. Development of programs: Training should include theoretical knowledge and practical exercises. The theoretical part explains the types of emergencies, safety rules and evacuation plans. The practical part conducts first aid, firefighting and evacuation exercises. 3. Implementation and coordination: The time, place and participants of the training are planned in advance. Programs are adapted for different groups of the population. 4. Evaluation and improvement: The effectiveness of the training is assessed and recommendations for future activities are developed. Civil defense is a system of measures taken to protect the life and health of the population in emergency situations. Preparing the population for civil defense is one of the main factors ensuring the effectiveness of these measures. The following basic principles are used in teaching the population about civil defense: General nature: Protection issues should be taught to all citizens of the country over the age of 6. At the same time, persons aged 6-16 are taught methods and rules for protection in emergency situations, and persons over the age of 16 are also taught, in addition, rules for actions to eliminate the consequences of accidents and other catastrophic events. (4) Principle of Compulsory: Civil defense training for the population is mandatory and is considered a civic duty of every citizen. Regardless of subordination, ownership and form of economy, the heads of all state and non-state bodies, enterprises and organizations organize the preparation of their subordinates for protection in emergency situations and are responsible for this work. Principle of Individualization: Protection issues are taught differently to different groups of the population, taking into account specific local conditions, characteristics of farms and other «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 33 factors. For the purpose of civil defense training, the country's population is conditionally divided into 5 groups: management personnel; commanders-chiefs and personal staff of non-military civil defense units; employees, workers and agricultural workers not involved in civil defense units; population not engaged in production and service; students of state and non-state higher and secondary specialized schools, students of technical and vocational schools. The principle of continuous and consistent training: The training of knowledge, rules and methods of protection is continuous and consistent. Training activities in this area are planned and implemented annually in all facilities, without exception - industrial and agricultural enterprises, departments and organizations, educational and medical institutions, service areas, etc. The academic year begins in January and lasts 10 months. The principle of organizational planning: Every year in December, the civil defense headquarters draws up a "Plan for the preparation of management personnel, teams, workers and employees at the facility for civil defense" for the next academic year. The plan is drawn up on the basis of the order of the head of the district (city) civil defense and the directive of the higher department in the field (ministry, company, etc.), while taking into account the training programs, as well as the instructions for the leadership personnel to undergo training in civil defense courses (5). The organization and planning of civil defense training for the population is important for protecting people's lives and health in emergency situations. Guided by the above principles, it increases the effectiveness of activities in this area and ensures the safety of society. LİTERATURE: 1. Ziyadkhan Nabibeyli. Ecology and emergencies. Baku: 2012. 2. H.O. Ochagov. Civil defense (protection). Baku: 2007 3. Constitution of the Republic of Azerbaijan. 4. e-derslik.edu.az 5. pmc.ncbi.nlm.nih.gov 6. dspace.khazar.org Proceedings of the 11th International Scientific Conference 34 THE CONCEPT OF EDUCATION IN PEDAGOGY. TYPES OF EDUCATION Jafarova Atrabe Shirastan Teacher, Agjabedi Branch of Azerbaijan State Pedagogical University, Azerbaijan Abstract. Education is a purposeful process aimed at the formation of human personality, its spiritual, mental, physical and aesthetic development. The social requirements, moral values and cultural heritage of society determine the content of this process. Several main types of education are distinguished: intellectual education, moral education, aesthetic education, labor education, physical education, patriotic education, primary education, self-education and re-education. Intellectual education is aimed at developing the level of knowledge, cognitive abilities and thinking culture of students. The educational process at school, independent learning skills and scientific interests are the main means of this type of education. Moral education serves to form qualities such as conscience, responsibility, justice, honesty and humanism in a person. The role of the family, school and social environment is great here. Aesthetic education develops the ability to feel beauty, to have an aesthetic attitude towards art and nature. Music, painting, literature and theater are effective means of this education. Labor education is aimed at instilling industriousness, responsibility and collective labor habits. The goal is to raise a person in the spirit of respect for labor. Physical education aims to develop a healthy lifestyle, physical education and endurance. Sports and active games are the main forms of physical education. Patriotic education is the main goal of this education, instilling feelings of national identity, love for the state and people, respect for historical heritage. All types of education are closely interconnected and, when implemented in a complex way, harmonious development of personality is achieved. In modern times, education requires the joint activity of not only the family and school, but also society, the media and the social environment. Keywords: types of education, intellectual education, moral education, aesthetic education, labor education, physical education, patriotic education, primary education, self-education and reeducation The prominent ethnopedagogue Professor Aliheydar Hashimov writes that “The history of education is as old as the history of human society. There has never been a period in the history of the development of society when representatives of the older generation did not take care of the education of the younger generation. However, at different times, at different stages of development, the essence, character of education and the ways of instilling it in children were not at the same level” (1, p.9) Professor Nureddin Kazimov was the first to bring this topic to national pedagogy. According to national pedagogy, there are three types of education depending on the degree of difficulty: 1) primary education; 2) re-education; 3) self-education. Primary education. According to national pedagogy, "primary education is the purposeful, planned, and organized formation of national and universal moral qualities in the younger generation that are considered beneficial for the family and society, related to behavior." Although it is easier to engage in primary education than other types of education, it is very responsible. Because in this type of education, the foundation of education is laid. Therefore, the foundation should be laid in such a way that contradictions, concerns, contrasts, and dangerous situations do not manifest themselves in subsequent processes. One of the methodological foundations of scientific pedagogy is based on the correct laying «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 35 of the foundation of education. Therefore, this work, which is considered necessary to begin as soon as the child is born, needs to be carried out in a purposeful and planned manner. In this case, it is considered more expedient to work mainly in two directions:  Work carried out in theoretical directions;  Work carried out in practical directions. When we say work carried out in theoretical directions, we mean planning the work to be done on pedagogical, psychological, sociological, physiological, and biological grounds. When we say the work to be done in practical directions, we mean the application of planned theoretical directions in practice and at the same time the purposeful use of the opportunities of moral, spiritual, aesthetic, ideological-political, labor, physical, economic, and ecological education of the child. Tusi considers the work to be carried out in theoretical directions as “forces of scientific perfection,” and the work to be done in practical directions as “perfection of practical power.” In this regard, Nasir al-Din Tusi writes: “The power of scientific perfection is called that which is directed towards learning science and acquiring enlightenment; as a result of this enthusiasm and desire, it is possible to determine the degrees of beings, to penetrate the essence of truths; then to comprehend the absolute truth, which is the true goal and where all beings end, and perhaps to achieve the art of reaching it... The perfection of practical power is called that which allows a person to organize and adapt his capabilities and activities in such a way that in this case morality is brought up in a suitable and pleasing way. ” (2, p. 59-60) As can be seen, N. Tusi considers it necessary to correctly apply absolute truth, that is, the organization of theoretical concepts in capabilities and activities, in practice. Therefore, it is necessary to start the work of correctly approaching the child in the theoretical and practical directions that are considered necessary for initial education very early. N. Tusi recommends starting this work right from the naming ceremony. He writes: “First of all, when a child is born, it is necessary to give him a good name. If he is given an inappropriate name, he will be ashamed of it for the rest of his life, and his blood will be black.” (2, p. 168) During primary education, it is necessary to prioritize the instillation of the most necessary moral qualities and examples that characterize these qualities. N. Tusi also recommends this. In this regard, he wrote that "After the child is weaned, before his morals have time to deteriorate, it is necessary to start educating him and teaching him order and discipline. Since the child may tend to bad habits due to the innate defects in his nature, it is necessary to prevent it before time, and to purify his morality by considering his nature, that is, whichever pure force manifests itself first in the child, its improvement should be prioritized." (2, p. 168) The moral norms instilled in a child at the first stage of primary education can be directed in a good direction at a later stage by the influence of family members, relatives, neighbors and close people. Professor Nuraddin Kazimov writes that, “As a child grows up, the moral qualities formed as a result of the deliberate or unintended influence of parents, brothers and sisters, grandparents, relatives and brothers, and peers can be both beneficial and harmful for the family and society” (3, p. 267). Therefore, the positive qualities that arise in the upbringing of a child during primary education should be developed and regulated by the environment surrounding him, and the negative traits should be corrected and eliminated. Taking this into account, educators That is, the main object of self-education is the student (person), and the second is the environment surrounding the object of self-education. That individual observes a large number of positive moral examples and moral norms for self-education in the environment surrounding him. Starting from childhood, he chooses examples from those positive qualities and begins to apply these examples to his behavioral activity. These positive qualities in the child's behavior and activity begin to have exemplary characteristics during Proceedings of the 11th International Scientific Conference 36 adolescence. The teenager tries to compare himself to the characters of works, movie heroes, winners who have won victories on a national and international scale, and those who have won gold medals. Some parents feel and see such exemplary characteristics and justify the teenager's observation of self-education. Some parents, however, approve of the teenager's self-observation facts and praise the teenager. “I admire you”, “I envy you”, “You are a person who thinks about your future”, “You bring pride to your parents with these actions”, “This exemplary attitude of yours to yourself indicates that you will be happy in the future”, “If a person is demanding of himself, he will see the fruits of this in the future. I see such demandingness in you too. So, we can already think that you will have a very good future.” The approach of parents to adolescents increases the effectiveness of their self-observation with words like “I admire you”, “I envy According to Tusi, intelligence is the ability to immediately, instantly (like lightning) select what is necessary for oneself among many events and characteristics and easily draw the right conclusion. The form of perception is the ability to direct the soul only towards the things to be learned, and there is no need for “virtues” such as “stopping” or “letting go” in the assimilation (2, p. 90). Taking these into account, we can express self-observation as follows: Self-observation is the process of a child or teenager being able to objectively observe his or her thoughts, speech patterns, behavior with others, and behavior with people in order to correctly understand his or her mental state by thinking and behaving, and at this time, being able to feel, perceive, and correctly evaluate them. The child and teenager begin to compare the facts of self-observation. The result of this comparison is that among the facts of observation of the child (adolescent), there are those that satisfy him or her. In turn, the child (adolescent) begins to understand those that satisfy him or her. These are considered the main factors of self-awareness. In the next stage, the person who educates himself determines to what extent all the moral qualities related to the behavior in his “self”, especially moral, aesthetic, physical, ecological, economic, patriotic, ideological-political, businesslike, etc., are useful for the family and society. Thus, that person understands the difference between his “self” and other “self”. So, we can express self-awareness as follows: “Self-awareness is the student’s correct assessment of the moral qualities of the psychological facts and states obtained from self-observation, related to behavior, and, thanks to this, his understanding of the importance of his desires, interests, inclinations, abilities, and usefulness to those around him.” Self-awareness also develops in unity with self-discipline methods such as self-control, selfanalysis, self-criticism, self-examination, self-assessment, self-regulation, being able to look at oneself from the outside, self-commitment, self-responsibility, self-reporting, self-demanding, being able to maintain the purity of one's own self (in some literature, these are also called components of self-discipline). If self-observation creates a kind of condition for the formation of self-awareness, then both of these, together with other methods, provide manifestations of self-imitation. Self-instruction can be considered one of the main criteria of self-instruction. Self-instruction occurs after a person psychologically prepares himself for life and regulates all his moral qualities related to behavior and regulates them in the form of self-affirmation. A person who instills his exemplary actions and dictates to others with a sense of pride that these actions are useful to them becomes very active during self-instruction. So, there is also an inactive type of self-instruction. Psychological, sociological, physiological and pedagogical studies show two types of self-instruction: Active and inactive. Both types are presented as positive signs of the method (component) of self-education. Simply put, if inactive self-instruction finds its expression involuntarily, active self-instruction is presented purposefully. Uzeyir Hajibeyov, a prominent genius of the Azerbaijani people, has worked as a teacher, «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 37 educator, programmer, textbook writer, journalist, publicist, publisher, poet, playwright, performer, director, concertmaster, composer, rector, and public and political figure, bringing national and universal fame to himself and his country. Teenager Teymur Rajabov, who managed to form exemplary traits and qualities arising from the unity of self-education methods in his spiritual world from a very young age, became the owner of the world cup among juniors in chess. Today, endless respect, honor and admiration are expressed for both Teymur Rajabov himself and the Republic. Re-education. National pedagogy evaluates re-education as follows: “the purposeful, planned and organized elimination of harmful traits rooted in a person’s consciousness or behavior and the instillation of national and universal qualities that will have social significance in their place is re-education.”(4,p.22) Those who need re-education are called ill-mannered people among the people. Even in official circles, they are characterized as ill-mannered people. These people, who are encountered among schoolchildren, are called ill-mannered because, due to their exposure to harmful influences in various environments, a number of harmful traits have begun to take root in their consciousness and behavior. Such people usually move away from school and education and, under the influence of various people and groups, engage in activities that contradict educational actions, educational components, and moral qualities. There are many reasons why such people are ill-mannered. These reasons can be briefly grouped as follows:  improper organization of primary education;  a naive approach to education in the stages after primary education;  inability of parents to properly educate children in the family;  weak interaction between the family and the school;  shortcomings in the work of school principals, public organizations of the school, and subject teachers in the work of education;  inability of the school to establish cooperation with family executive authorities, field representatives, and employees of the children's police regarding the education of schoolchildren;  ignorance of the scientific, pedagogical, psychological, and methodological foundations of the theory of education existing in folk pedagogy, scientific pedagogy, and social pedagogy, or at best, not knowing these foundations well;  individual business associations, companies, private enterprises, and individual business owners, when using schoolchildren's labor for profit, approach them with anti-pedagogical "methods";  schoolchildren falling under the influence of "speculators", "fraudsters", "sadists", "representatives of religious fanaticism", "deletants", "authorities", "Vorzakon" and other people who are alien to the social environment;  representatives of the public turning a blind eye to the anti-pedagogical actions of minors and schoolchildren who beg on the streets, on the side of highways, at traffic lights, in markets, cafes, restaurants, and other places, wipe car windows, work as porters, smoke cigarettes, drink alcohol, hang out with drunks, collect money on buses, etc. Minors and schoolchildren who become "difficult children" due to a number of reasons, both stated and unstated, often commit crimes, become participants in the commission of crimes, and thus end up in prisons and jails (5, p.79). In our republic, in prisons (penalties) serving the reformation of minors, we have minor schoolchildren who have been convicted and reformed for murder, intentional homicide, robbery, injury to people, theft, buying, selling, using drugs, and other such offenses. For the re-education of such people, secondary schools, sports grounds, entertainment rooms, special offices and methodological corners for holding cultural and mass events have been organized in Proceedings of the 11th International Scientific Conference 38 penitentiaries. Subject teachers, educators, lawyers, educators, coaches, and cultural and artistic figures are engaged in their education and upbringing. After our country became a member of the Council of Europe, those who were re-educated were allowed to participate in the entrance exams conducted by the State Commission for Student Admission (6, p.18). They have the right to participate in the test exams after receiving education according to general rules in a school operating with the status of a secondary general education school in a penitentiary. Those who are admitted to higher and secondary specialized schools are exempted from serving a certain part of their sentences. All this is in line with the re-education of these schoolchildren. LITERATURE: 1. A. Hashimov, F. Sadygov Azerbaijani folk pedagogy. Baku. Unsiyet, 2000 2. N. Tusi, “Ethical Nasiri”, Baku, Lider Publishing House, 2005 3. N.M. Kazimov. School pedagogy, Baku, Chasioglu, 2005 4. Hasanov, A. Modern pedagogical processes and education system. Baku, Science and Education, 2000 5. Aliyeva, S. Theory and methodology of education. Baku: Adiloglu, 2017 6. Mammadov, R. Basic concepts and principles of pedagogy. Ganja: Qafqaz University Publishing House, 2019 «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 39 Agricultural Sciences THEORETICAL PROSPECTS AND INTEGRATION OF AI-BASED PRECISION FARMING TECHNOLOGY FROM PAKISTAN TO KAZAKHSTAN Ulzhalgas Yesseikyzy Zhetysu University named after I. Zhansugurov, Taldykorgan, Kazakhstan Nesipbay Anel Zhetysu University named after I. Zhansugurov, Taldykorgan, Kazakhstan Dr. Zahid Mahmood Islamabad Abstract This article examines the prospects for integrating artificial intelligence (AI)–based precision farming technologies into Kazakhstan’s agro-industrial complex. Drawing on Pakistan’s practical experience, it proposes strategic adaptation models suited to Kazakhstan’s agroecological and socioeconomic realities. The analysis highlights the importance of localizing AI tools, strengthening human capital, and building digital infrastructure to ensure effective implementation. Comparative insights from Pakistan are used to outline potential scenarios for sustainable digital agriculture development in Kazakhstan. Keywords: precision farming, artificial intelligence, Kazakhstan, Pakistan, digitalization of agriculture The Digital Transformation of Agriculture The global agricultural sector is undergoing rapid digital transformation driven by technological innovation, automation, and data-driven management systems. Digitalization, the rise of precision farming, genetic selection, and climate adaptation measures are redefining agricultural production worldwide (Lekerova et al., 2022). Central to this transformation is the adoption of digital technologies such as drones (Optiexv Holdings, 2025), satellite monitoring systems, soil and climate sensors, GPS-based navigation (Ardak et al., 2025), automated irrigation, yield forecasting, and big-data analytics. Among these tools, artificial intelligence (AI) stands out for its ability to process vast amounts of data, recognize complex patterns, and generate actionable insights—leading to optimized resource use, increased yields, and more sustainable agricultural practices. Precision farming, in particular, has emerged as a key approach for improving productivity while minimizing environmental impact (Bikbulatova et al., 2008). By leveraging real-time data collection and analysis, it enables farmers to tailor management practices to local conditions, thus reducing costs for fertilizers, seeds, water, and chemicals. Theoretical Foundations of Precision Farming and the Role of AI Precision farming represents an integrated system that combines Geographic Information Systems (GIS), remote sensing technologies, and real-time sensor networks to enhance production efficiency (Figure 1.). GIS tools enable spatial analysis and visualization, while remote sensing— through satellites and drones—provides up-to-date information on crop and soil conditions. Proceedings of the 11th International Scientific Conference 40 Sensors further enrich this data ecosystem by continuously recording environmental parameters. AI technologies play a pivotal role in processing these complex data streams. Machine learning algorithms help detect hidden patterns, forecast yields, and optimize decision-making processes. However, the effectiveness of such models depends heavily on their adaptation to local variables, including climate, soil structure, and crop type. Therefore, regional calibration and algorithm localization are essential for maximizing the accuracy and efficiency of precision farming systems. Figure 1. The efficiency of precision farming Pakistan’s Experience: Achievements and Limitations Pakistan provides a valuable case study for understanding the opportunities and challenges of implementing AI-driven precision agriculture in a resource-constrained environment. The country faces severe climatic conditions—aridity, monsoon dependency, frequent droughts and floods, and soil salinization—that have long hindered agricultural productivity (Shafik & Bibi, 2023). Despite these obstacles, Pakistan began integrating AI-based precision farming technologies in the mid-2010s. Initiatives included big-data analytics platforms, machine learning yield models, and AI-enabled irrigation systems. Key empirical outcomes include: - Collaboration between the startup Uplift AI and the University of Agricultural Sciences in Faisalabad increased farmers’ yields by 21% through personalized AI-based recommendations. - A pilot project on lemon farms demonstrated significant reductions in input costs while improving profitability. - Satellite data combined with Random Forest algorithms enabled accurate wheat yield forecasts in arid regions (Sajjad et al., 2025). - The use of drones and multispectral sensors with machine-learning models such as LASSO, Random Forest, and XGB improved wheat yield prediction accuracy (Shafi et al., 2023). - Integrated Nutrient Management (INM) boosted wheat yields by 26% compared to traditional methods (Shafi et al., 2021). «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 41 - AI-based irrigation and disease diagnostics systems reduced water and chemical use by 25–35%. However, Pakistan’s implementation also exposed systemic limitations: insufficient digital infrastructure, a shortage of skilled specialists, and the high cost of equipment for smallholder farmers. These factors have constrained the scalability of precision agriculture across rural regions. Strategic Adaptation for Kazakhstan Kazakhstan shares several agroecological characteristics with Pakistan, particularly in its arid and semi-arid regions. By learning from Pakistan’s experience, Kazakhstan can accelerate its transition toward AI-enabled agriculture while tailoring practices to local conditions. (Table 1) Table 1. Comparative analysis of agricultural technology adaptation between pakistan and kazakhstan Area for Adaptation Pakistan’s Experience Potential Benefits for Kazakhstan Advanced Irrigation Strategies Drip and sprinkler irrigation in arid zones Large-scale implementation in southern regions for efficient water use Climate-Resilient Crop Varieties Development of droughtresistant wheat and rice Introduction of resilient varieties of wheat, corn, and forage crops AI-Driven Monitoring and Diagnostics Early adoption of AI, drones, and satellite mapping Enhanced precision of GPS analytics and yield forecasting Localized Agribusiness Processing Established sugarcane, fruit, and dairy processing Development of grain, sunflower, and livestock value chains Technology Education and Training Farmer education initiatives on digital tools Creation of digital literacy programs for agricultural producers Kazakhstan has already initiated pilot projects and feasibility studies for AI integration in agriculture (Kurishbayev et al., 2019). The most strategic path forward involves adapting Pakistan’s resource-saving models to Kazakhstan’s large-scale production systems, emphasizing data-driven efficiency, and investing in human capital development. Prospects and Challenges of Integration in Kazakhstan Kazakhstan’s vast agricultural potential is counterbalanced by climatic variability—sharp temperature fluctuations, drought risk, and low soil moisture (HALYK RESEARCH, 2023). To ensure successful AI integration, technological adaptation must be supported by systemic reforms. Key challenges include: 1. Digital Infrastructure: Limited internet coverage and data platforms in rural areas constrain technology deployment. 2. Human Capital: A shortage of specialists and low digital literacy hinder effective system operation and maintenance. 3. Financial Accessibility: High initial investment costs limit access for small and mediumscale farms, necessitating government and private funding instruments. 4. Cultural Barriers: Persistence of traditional farming methods can delay adoption of innovative solutions. Proceedings of the 11th International Scientific Conference 48 many students face persistent errors during the learning process. Hence, this issue is significant both from a theoretical linguistic perspective and a practical teaching standpoint. Grammatical gender is one of the fundamental categories in many Indo-European languages, especially in Germanic languages such as German. It refers to the classification of nouns into distinct categories that affect agreement with other grammatical elements in a sentence. In German, nouns are divided into three genders: Masculine (der), Feminine (die), Neuter (das). The gender of a noun in German is not always determined by its natural or biological characteristics but rather by grammatical convention. Gender influences the form of articles, adjectives, pronouns, and participles, which must all agree with the noun they modify. For example: der kleine Hund – the small dog, die schöne Blume – the beautiful flower, das neue Auto – the new car. As seen in the examples above, the form of the article and adjective endings change according to the grammatical gender of the noun. Thus, gender plays an essential role in the syntactic and morphological coherence of German sentences. Determining the gender of a German noun is not always logical or predictable. While there are some regularities and patterns, many nouns must be memorized individually. However, learners can still rely on certain morphological and semantic rules that help identify the likely gender of a noun (Helbig, G., & Buscha, J. (2005). a) Masculine Nouns (der) Masculine nouns generally include: -Male persons and animals: der Vater (father), der Lehrer (teacher), der Hund (dog); -Seasons, months, and days of the week: der Sommer (summer), der Januar (January), der Montag (Monday); -Directions: der Norden (north), der Westen (west); -Many instruments and devices: der Computer (computer), der Fernseher (television). b) Feminine Nouns (die) Feminine nouns typically end with certain suffixes or refer to female beings: -Female persons and animals: die Mutter (mother), die Freundin (female friend); -Nouns ending in -heit, -keit, -ung, -schaft, -ei, -ion: die Zeitung (newspaper), die Nation (nation), die Freundschaft (friendship), die Freiheit (freedom). c) Neuter Nouns (das) Neuter nouns often include: -Diminutives ending in -chen or -lein: das Mädchen (girl), das Häuschen (little house); -Names of metals and chemical elements: das Gold (gold), das Silber (silver), das Eisen (iron); -Infinitives used as nouns: das Essen (eating, food), das Leben (life), das Schlafen (sleeping). The system of grammatical gender in German originates from Proto-Germanic and Indo-European roots. Initially, gender was semantically motivated—it distinguished between animate and inanimate entities. Over time, however, gender became a purely grammatical feature, losing much of its semantic basis (4, Braunmüller, K. (2016). For instance, the noun das Mädchen (“girl”) is neuter, not feminine, due to the diminutive suffix - chen, which automatically makes any noun neuter regardless of its meaning. This illustrates that in modern German, grammatical gender is often form-based rather than meaning-based. The persistence of gender distinctions in German serves both a syntactic and cognitive function. Syntactically, it ensures coherence in agreement across words in a sentence. Cognitively, it shapes the way speakers categorize and perceive nouns, influencing their memory and associations. The influence of the native language and interference. For Azerbaijani learners of German, one of the most common grammatical challenges is the correct identification of noun gender. The main «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 49 reason lies in the absence of grammatical gender in the Azerbaijani language. In Azerbaijani, nouns do not differ according to masculine or feminine categories. For instance, the words “müəllim” (teacher) and “müəllimə” (female teacher) differ lexically, not grammatically. Because of this linguistic difference, Azerbaijani learners often struggle to associate the correct articles — der, die, or das — with nouns. The phenomenon of language interference occurs when structures or habits from a learner’s native language influence the learning of a foreign language. Common examples of errors include: -Der Blume ❌ instead of Die Blume ✅ (the flower), -Das Tisch ❌ instead of Der Tisch ✅ (the table), -Der Mädchen ❌ instead of Das Mädchen ✅ (the girl). These errors show that learners frequently rely on semantic intuition rather than grammatical rules, assuming that gender corresponds to biological or logical distinctions. The problem of illogical gender assignment. A major difficulty for foreign learners is that the gender of German nouns often does not follow logical or semantic patterns. For example:  das Mädchen (girl) — semantically feminine, but grammatically neuter;  die Person (person) — can refer to both males and females, but grammatically feminine;  der See (lake) vs. die See (sea) — same word form, different genders and meanings. Such inconsistencies make it difficult for learners to rely on intuition or meaning-based reasoning. Instead, they must depend on memorization or exposure to authentic language input, which can be time-consuming and cognitively demanding. Morphological Complexity and Exceptions. Although German provides several morphological rules that help determine noun gender, these rules often include numerous exceptions. (7,Eisenberg, P. (2013). For instance: -Nouns ending in -ung, -keit, -heit, -schaft, -ion are usually feminine (die Freundschaft, die Freiheit, die Nation), yet there are exceptions such as der Refrain (refrain) or das Medikament (medicine). -Diminutives ending in -chen or -lein are always neuter, even when referring to people of natural gender, as in das Mädchen (girl) or das Fräulein (young lady). Because of these inconsistencies, students often find it difficult to apply rules systematically. The unpredictability of exceptions reduces learners’ confidence and leads to frequent errors, even at advanced proficiency levels. Article selection in German affects not only the noun but also the agreement of adjectives and pronouns in the sentence. Thus, a single mistake in gender identification can lead to multiple grammatical errors. For example: -Der kleine Haus ist schön ❌ Correct: Das kleine Haus ist schön. ✅ Here, the incorrect use of der instead of das affects the adjective ending (-e vs. -en), demonstrating how gender mistakes influence sentence structure as a whole. Another difficulty lies in the methodology of teaching gender in German. In many Azerbaijani universities and language centers, textbooks and grammar guides tend to present articles as isolated vocabulary items to be memorized rather than as part of a system governed by morphological or semantic patterns. For example, teaching that most nouns ending in -er are masculine (der Lehrer, der Arbeiter, der Computer) helps students recognize patterns and reduces memorization pressure. A systematic and rule-based approach makes gender learning more meaningful and less arbitrary. Therefore, insufficient methodological attention to the concept of grammatical gender in teaching materials often leads to fragmented knowledge and persistent learner errors. The role of systematic learning and pattern recognition. One of the most effective methods for mastering German noun gender is the systematic recognition of patterns. Instead of memorizing isolated nouns with their articles, learners should be encouraged to classify nouns according to morphological endings and semantic groups. For example, teachers can provide organized lists such as: Proceedings of the 11th International Scientific Conference 50 -Masculine (der): nouns ending in -er, -en, -ig, -ling (der Lehrer, der Wagen, der König), -Feminine (die): nouns ending in -ung, -keit, -heit, -schaft, -ion (die Zeitung, die Freundlichkeit, die Nation), -Neuter (das): nouns ending in -chen, -lein, -ment, -um, -tum (das Mädchen, das Dokument, das Zentrum). By identifying regularities, learners develop a sense of linguistic intuition and reduce dependence on rote memorization. Pattern-based learning has been shown in psycholinguistic studies to improve retention and accuracy over time. Mnemonic Techniques and Visualization Mnemonics — memory aids that associate information with vivid images or stories — are highly effective for gender acquisition. For instance, a learner might imagine: -a strong man holding “der Tisch” (the table), -a graceful woman with “die Blume” (the flower), -a neutral object or child for “das Buch” (the book). Visual association connects abstract grammar to concrete imagery, which strengthens long-term memory. Teachers can also encourage students to color-code genders — e.g., blue for masculine, red for feminine, and green for neuter — across their vocabulary notebooks. Another key strategy is learning gender through context rather than isolation. Repeated exposure to nouns within authentic sentences or short texts allows learners to internalize article-noun combinations naturally. For example: -Der Hund läuft im Garten. -Die Katze schläft auf dem Sofa. -Das Kind spielt draußen. By seeing and hearing such patterns frequently, students start recognizing gender subconsciously. Watching German-language films, reading short stories, and engaging in real conversations accelerate this process, as they integrate form, meaning, and function simultaneously. Modern technology provides multiple resources that facilitate gender learning. Applications like Duolingo, Memrise, or Anki allow students to review vocabulary through spaced repetition systems (SRS), which ensure that difficult items appear more frequently until they are mastered. Moreover, interactive games and online quizzes can turn the memorization of gender into an engaging activity rather than a mechanical task. Teachers can also create classroom competitions where students identify the correct article for nouns, fostering both collaboration and motivation. Instructors play a crucial role in helping students overcome persistent gender-related errors. Instead of simply correcting mistakes, teachers should: 1. Draw attention to patterns and exceptions; 2. Provide contrastive analysis between German and Azerbaijani; 3. Encourage learners to repeat and produce full phrases (e.g., der Tisch ist groß, not just Tisch). Positive reinforcement and consistent correction in context help learners develop automatic grammatical awareness. Over time, this reduces anxiety and builds confidence in using correct gender forms. In summary, effective acquisition of German noun gender requires a combination of:  systematic rule learning,  mnemonic and visual aids,  contextual immersion,  technological support, and  informed teaching practices. «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 51 Only through this multi-dimensional approach can Azerbaijani learners internalize gender distinctions, minimize errors, and achieve grammatical accuracy in both spoken and written German. References 1. Abbasova, K. (2024). Cultural, Political, and Technological Influences on the Evolution of German`. EuroGlobal Journal of Linguistics and Language Education, 1(2), 2637. https://doi.org/10.69760/0rre6252 2. Abbasova, K. (2024). Leveraging German Pop Culture for Language Acquisition: A MediaBased Approach to Teaching German as a Foreign Language. EuroGlobal Journal of Linguistics and Language Education, 1(1), 46-53. https://doi.org/10.69760/w26m4q62 3. Bickel, B. (2015). Teaching Gender in German as a Foreign Language. European Journal of Language Education, 12(2), 45–58. 4. Braunmüller, K. (2016). On the origins of complexity: evidence from Germanic. Complexity, Isolation, and Variation, eds R. Baechler and G. Seiler (Berlin: de Gruyter), 47-69. 5. Köpcke, K.-M., & Zubin, D. (2009). German Gender: Morphological and Semantic Patterns. Journal of Linguistics, 45(3), 483–512. 6. Durrell, M. (2011). Hammer’s German Grammar and Usage (5th ed.). London: Routledge. 7. Eisenberg, P. (2013). Grundriss der deutschen Grammatik: Morphologie. Stuttgart: Metzler Verlag. 8. Helbig, G., & Buscha, J. (2005). Deutsche Grammatik: Ein Handbuch für den Ausländerunterricht. Leipzig: Langenscheidt. 9. Corbett, G. G. (1991). Gender. Cambridge: Cambridge University Press. 10. Kosta, P. (2014). Gender and Agreement in Germanic Languages: A Comparative Perspective. Berlin: De Gruyter Mouton. 11. Dudenredaktion. (2020). Duden – Die Grammatik (9. Auflage). Mannheim: Dudenverlag. 12. Ellis, R. (2015). Understanding Second Language Acquisition (2nd ed.). Oxford: Oxford University Press. 13. Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press. Proceedings of the 11th International Scientific Conference 52 Past Tense in Persian and Azerbaijani: A Comparative Analysis of Morphology, Semantics, and Pedagogy Salman Aliyev Nakhchivan State University Zeynab Mammadova Nakhchivan State University Abstract This article presents a concise comparative analysis of past-tense verbal systems in Persian and Azerbaijani, based on the supplied manuscript. It examines five principal past categories—simple past, past continuous, perfect/resultative (narrative past), pluperfect, and past conditional—detailing morphological formation, syntactic behavior, semantic shading, and pragmatic uses. The study highlights key typological contrasts: Persian frequently employs analytic constructions with participles and auxiliary verbs for resultative and pluperfect meanings, whereas Azerbaijani favors synthetic suffixation to encode tense and aspect. Functionally, both languages mark completed actions, durative or habitual past events, consequences holding in the present, anteriority relative to another past event, and unreal past conditions, yet they differ in nuance and usage frequency—particularly regarding the perfect/resultative and evidential implications in Azerbaijani narrative practice. The comparative section discusses implications for translation, emphasizing potential mismatches when rendering evidential and resultative readings between the languages, and proposes didactic strategies for teaching these categories to Azerbaijani learners of Persian. The article concludes by recommending corpus-informed instruction, graded practice, and translation drills to foster accurate morphological mapping and semantic awareness in learners and adaptive feedback. Keywords: Persian, Azerbaijani, past tense, comparative morphology, didactics, translation Introduction The comparative study of tense and aspect systems across genetically and typologically distinct languages offers insight into how morphology and syntax interface with semantics and pragmatic use. This article draws on an extended manuscript that systematically describes pasttense categories in Persian (Farsi) and Azerbaijani and presents a targeted comparative account intended to inform both theoretical understanding and applied pedagogy. Persian and Azerbaijani present a particularly instructive pair: Persian combines synthetic endings with frequent use of analytic strategies (participles plus auxiliaries) to express resultative and anterior meanings, while Azerbaijani, as a Turkic language, predominantly encodes past categories through agglutinative suffixation. Learners and translators working between these languages confront more than formal differences: semantic gradations (e.g., evidentiality, current relevance, habituality) and differences in contextual frequency can lead to misinterpretation and transfer errors. After summarizing each language’s inventory and core morphological patterns, this article compares their semantic profiles and functional distribution, and it ends by drawing practical implications for translation work and language teaching, emphasizing contrastive exercises, corpus examples, and targeted practice to reduce common learner errors. «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 53 Comparative patterns, functional distribution, and pedagogical consequences The past-tense systems of Persian and Azerbaijani share a common communicative purpose—anchoring events in the past—but they realize that purpose through markedly different morphosyntactic strategies that carry consequences for meaning, translation, and pedagogy. In Persian the past is expressed through at least five analytically and synthetically realized categories: the simple past (often morphologically suffixed to the verb root), the past continuous (formed by adding the progressive prefix miplus past endings), the perfect/resultative (constructed with the past participle plus present-tense form of the auxiliary ‘to be’), the pluperfect (past participle plus past-tense auxiliary), and a past conditional (formed by combinations of past stems with auxiliary elements). Azerbaijani, by contrast, presents an inventory typically described as simple past (synthetic -dı/-di/-du/-dü and variants), narrative or evidential past formed with the suffix -miş/- mış/-miş/-muş, past continuous encoded by the -ırdı/-irdi/-urdu/-ürdü set, and conditional past forms built with conditional markers such as -saydı/-seydi. Morphologically, Azerbaijani displays a strongly synthetic/agglutinative pattern in which tense and aspect suffixes attach directly to verb stems, whereas Persian uses a mixture of synthetic endings and analytic periphrastic constructions (notably participles with auxiliary verbs) that produce a higher incidence of bipartite forms for resultative and anterior meanings. Semantically, both systems distinguish completed events, durative or habitual past events, anteriority to another past event, and unreal past conditions, but their pragmatic coloring differs. In Persian, the analytic perfect/resultative frequently foregrounds the state resultant from a past action and is compatible with present relevance readings (e.g., participle + present of ‘to be ’producing a “have done / has resulted” nuance). Azerbaijani’s -miş form often functions as an evidential or reportive marker—indexing hearsay, indirect information, or speaker-stance—though it can also serve as a plain perfect in contexts where result-state is foregrounded. This evidential tendency yields divergent translation choices: a Persian perfect that simply marks present-relevant result may be rendered in Azerbaijani by either the synthetic -mış (which could add an evidential undertone) or by a periphrastic construction that preserves nonevidential orientation, requiring translator sensitivity to context and speaker stance. The pastcontinuous/durative forms in both languages overlap semantically, but usage frequency and discourse function differ; Persian’s miprogressive in past narrative is commonly used to provide descriptive background, while Azerbaijani’s -ırdı forms similarly create scene-setting but may carry different aspectual or habitual shading in colloquial registers. The pluperfect constructions in both languages encode anteriority—events completed prior to another past reference point—but Persian’s analytical mechanism (past participle + past auxiliary) versus Azerbaijani’s compound synthetic strategy influences syntactic flexibility and prosodic realization in discourse. The past conditional structures in both languages convey counterfactuality; nevertheless, Azerbaijani conditional forms are often more compact morphologically, while Persian employs auxiliary complements which can affect emphasis and information structure. From a didactic perspective, these morphological and semantic divergences generate predictable areas of learner difficulty for Azerbaijani speakers learning Persian: (1) mapping Persian analytic resultatives to Azerbaijani synthetic forms while avoiding unintended evidential readings; (2) interpreting Persian participle + auxiliary constructions that imply present relevance and rendering them without loss of nuance; (3) recognizing when Persian miprogressive signals habitual or background action and choosing equivalent Azerbaijani forms that preserve habitual vs. episodic readings; and (4) managing pluperfect and conditional constructions where order of events and modal shading must be made explicit in translation. Pedagogical remedies include contrastive exercises that pair parallel sentences and highlight pragmatic differences, corpus-informed examples that show frequency and collocational tendencies in natural discourse, and controlled translation drills that require learners to justify morphosyntactic choices in terms of evidentiality and current relevance. Teachers should design tasks that isolate morphology (suffixes vs. auxiliaries) and tasks that focus Proceedings of the 11th International Scientific Conference 54 on semantics (result-state, evidentiality, habituality), and they should scaffold learning by progressing from explicit, metalinguistic instruction to communicative practice. Finally, assessment should include both form-focused tasks (e.g., fill-in suffixes, conjugation) and interpretive tasks (e.g., explain whether a Persian perfect implies hearsay or present relevance), so learners develop both accurate production and robust comprehension. The interplay of typology and use—analytic vs. synthetic strategies, evidential versus resultative readings, frequency and discourse function—underscores that accurate translation and effective instruction depend on treating morphology and semantics together rather than in isolation. Conclusion The comparative analysis conducted on the supplied manuscript yields a set of concrete, empirically oriented conclusions about how Persian and Azerbaijani encode past reference and about the practical consequences of those differences for translation, pedagogy, and further research. First, the study confirms a robust typological split: Persian frequently employs analytic strategies (past participles combined with auxiliary forms) to mark resultative and anterior meanings, whereas Azerbaijani predominantly resorts to synthetic, agglutinative suffixation to encode tense–aspect–modal distinctions. This structural divergence systematically conditions semantic interpretations: Persian analytic constructions more readily license readings in which a past event produces a current state or speaker-oriented inference (present relevance), while Azerbaijani synthetic forms—particularly the -miş series—carry a stronger disposition toward evidential or reportive senses in many discourse contexts. Consequently, the same informational content can surface with different pragmatic overlays in the two languages, and those overlays are not trivially recoverable by simple morphological substitution. Second, these morphosyntactic and semantic patterns produce clear, testable implications for translation and language instruction. Translators who map Persian participial + auxiliary constructions directly onto Azerbaijani -miş forms risk introducing unintended evidential colouring (e.g., hearsay) or altering the stance of the original utterance; conversely, rendering Azerbaijani evidential forms into Persian without attention to resultative vs. reportive force may obscure whether an event’s consequence is being foregrounded or merely reported. Pedagogically, the findings argue for instructional sequences that treat morphology and pragmatic function together: learners must acquire not only form–meaning correspondences (suffix ↔ tense/aspect) but also the discourse-pragmatic profiles (evidentiality, present relevance, habitual backgrounding) that conditions acceptability and naturalness in context. Third, the research points to specific methodological priorities for advancing the field. To move beyond descriptive claims, future work should combine corpus-based frequency and collocation analyses with experimental approaches (acceptability judgment tasks, production elicitation, and comprehension measures such as self-paced reading or eye-tracking) and with learner-corpus error analysis. Building and annotating parallel Persian–Azerbaijani corpora with tags for evidentiality, result-state, anteriority, and discourse function would allow quantification of mapping tendencies and identification of high-risk translation correspondences. Intervention studies—pre/post testing of targeted instructional modules that emphasize evidential/resultative contrasts—would evaluate pedagogical efficacy directly. Finally, the study recommends applied outputs that follow directly from these conclusions: (1) development of contrastive teaching modules and graded translation drills that foreground evidential and resultative meanings; (2) creation of annotated bilingual corpora and glossed example sets for classroom use; and (3) collaboration with machine-translation researchers to incorporate evidentiality and resultative tags into alignment models, thereby reducing systematic transfer errors. Taken together, these conclusions underscore that effective description, teaching, and translation of past-tense phenomena between Persian and Azerbaijani «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 55 require an integrated approach—one that couples detailed morphosyntactic analysis with pragmatic sensitivity and empirical validation. Referance 1. Comrie, B. (1976). Aspect: An introduction to the study of verbal aspect and related problems. Cambridge University Press. 2. Comrie, B. (1985). Tense (Cambridge Textbooks in Linguistics). Cambridge University Press. 3. Bybee, J., Perkins, R., & Pagliuca, W. (1994). The evolution of grammar: Tense, aspect, and modality in the languages of the world. University of Chicago Press. 4. Johanson, L., & Csató, É. Á. (Eds.). (1998). The Turkic languages (Routledge Language Family Descriptions). Routledge. 5. Mace, J. (2015). Persian Grammar: For reference and revision. Routledge. Proceedings of the 11th International Scientific Conference 56 Авиация саласындағы кірме терминдердің қазақ тіліндегі құрылымы мен мағынасы, қызметі және қолданылуы Сексембаева Әлия Асылжанқызы 1-курс PhD докторнаты, Әл-Фараби атындағы Қазақ ұлттық университеті (Қазақстан, Алматы қ. Аңдатпа. Зерттеу барысында қазіргі қазақ тіліндегі авиация саласы терминдерінің басым бөлігі ағылшын және орыс тілдерінен енгендігі, оның ішінде орыс тілінен транслитерацияланған, калькаланған немесе халықаралық стандарттарға сай қабылданған терминдердің мол екендігі анықталды. Сондай-ақ бұл салада синтетикалық және аналитикалық тәсілдер арқылы, төл сөздеріміздің метафоралануы нәтижесінде лексикаграмматикалық тәсіл арқылы жасалған терминдердің де кездесетіндігі тілдік мысалдармен дәлелденді. Авиация саласындағы көптеген терминдердің қазақ тіліне әртүрлі нұсқаларда (аударылып та, транслитерацияланып та) қолданылуы, яғни терминологиялық бірізділіктің толық қалыптаспағандығы сауалнама тәсілі арқылы дәйектелді. Мақалада қойылған мақсаттарға жету үшін салғастырмалы талдау, морфологиялық талдау, этимологиялық талдау, сауалнама әдісі, статистикалық әдіс қолданылды. Зерттеу барысында алынған нәтижелердің қазақ тіліндегі авиация саласы терминологиясын дамыту, мемлекеттік тілдің авиация саласында қолданылу аясын кеңейту, авиация саласы мамандарына қазақ тілінде кәсіби білім берудің тиімділігін арттыру және т.б. ғылымипрактикалық маңызы жоғары деп саналады. Түйін сөздер: авиация, терминология, халықаралық стандарттар, калькалау, транслитерациялау, біріздендіру, мемлекеттік тіл, кәсіби коммуникация Кіріспе Авиация – көлік қызметін, халықаралық ынтымақтастықты және стратегиялық қауіпсіздікті қамтамасыз ететін әлемдік экономиканың маңызды салаларының бірі. Бұл салада терминология үлкен рөл атқарады, өйткені ақпаратты дәл жеткізу авиация саласының қауіпсіздігі мен тиімділігіне тікелей әсер етеді. Әсіресе, стандартталған терминдер әртүрлі тілдік және мәдени топтардың өкілдеріне түсінікті болуға тиіс. Қазақстан Республикасында тіл саясаты «Қазақстан Республикасындағы тілдер туралы» Заңмен реттеледі [1]. Бұл заң қазақ тілін мемлекеттік тіл ретінде ғылым, білім және кәсіби қызметте, қоғамдық өмірдің барлық салаларында қолдануды міндеттейді. Осы ретте қазақ тіліндегі авиация саласы терминологиясын қалыптастыру мен дамыту, аудару, халықаралық стандарттарға сәйкестендіру және ұлттық тілдің бірегейлігін сақтау өзекті мәселе болып табылады. Халықаралық авиация саласы Халықаралық азаматтық авиация ұйымы (ICAO) [2] ұсынған стандарттар мен ұсыныстар арқылы реттеледі. ICAO стандарттарында негізінен терминологияның нақты әрі бірізді болуы талап етіледі және бұл түрлі елдердің мамандары арасындағы түсінбеушілікті болдырмауға мүмкіндік береді. ICAO Annex 10 құжатында терминдердің нақтылығы мен бірыңғайлығы ұшу қауіпсіздігін қамтамасыз етудің міндетті элементі екені көрсетілген. Терминдерді аударудағы қателіктер немесе оларды дұрыс «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 57 түсінбеу ауыр зардаптарға алып келуі, соның ішінде ұшу қауіпсіздігіне қатер төндіруі мүмкін. Сондықтан авиация терминологиясын қазақ тілінде дұрыс және бірізді етіп жасау – ұлттық міндет қана емес, халықаралық деңгейдегі талап. Еліміз халықаралық авиациялық қауымдастықтың белсенді мүшесі болғандықтан, авиация саласындағы стандарттарды қолдану мен сақтау Қазақстан үшін ерекше маңызды. Қазақстан Республикасы көптеген халықаралық рейстерді қабылдайды және Еуропа мен Азия арасындағы ірі транзиттік торап болып саналады. Осы тұрғыдан алғанда, авиация терминологиясын қазақ тіліне аудару кәсіби қарым-қатынастың тиімділігін арттыруға ықпал етеді. Бұл, сондай-ақ, ұлттық бірегейлікті нығайтуға және қазақ тілін ғылым мен техника тілі ретінде дамытуға септігін тигізеді. Қазіргі қазақ тілінде кірме терминдер, әсіресе ғылыми-техникалық, медицина, ақпараттық технологиялар және авиация салаларында кеңінен қолданылады. Авиация терминологиясында кірме сөздердің басым көпшілігі ағылшын және орыс тілдерінен алынған. Мысалы, «навигатор», «рейс», «диспетчер», «авиакомпания», «фюзеляж», «транзит» сияқты терминдер шет тілдерден енгенімен, қазіргі уақытта қазақ тіліндегі кәсіби лексиканың ажырамас бөлігіне айналған. Бұл терминдер көбінесе еш өзгеріссіз немесе аздаған фонетикалық бейімдеу арқылы қолданылады. Авиация саласы халықаралық стандарттарға тәуелді болғандықтан, бұл салада кірме терминдер ерекше орын алады. Халықаралық азаматтық авиация ұйымы (ICAO) бекіткен терминология негізінен ағылшын тілінде жасалады, ал оларды аудару мен бейімдеу барысында көптеген қиындықтар туындайды. Осы себепті авиация саласындағы мамандар кірме терминдерді өзгеріссіз қабылдауға мәжбүр. Қазақ тіліндегі авиация саласына қатысты терминдердің жалпы саны 2500-ден астам деп есептеледі, оның ішінде шамамен 80%-ы кірме терминдер болып табылады. Әсіресе, ұшу қауіпсіздігі, әуе қозғалысын басқару, метеорология, әуе кемелерінің техникалық сипаттамалары секілді салаларда шеттілдік терминдер кеңінен қолданылады. Бұл терминдер негізінен ағылшын және орыс тілдерінен енген. Сонымен қатар, авиациядағы халықаралық реттеуші құжаттар да ағылшын тілінде болғандықтан, қазақ тіліне аудару барысында терминдер тікелей калькалау немесе транслитерациялау арқылы енгізіледі. Әдебиетке шолу Қазақ тіл білімінің зерттеушісі А.Ж. Суюнбаеваның [3] мақаласында тіл саясатының авиация терминологиясына тигізетін әсері талданып, жаһандану жағдайында бұл саланың халықаралық стандарттарға сай келу қажеттігі айқындалады. Авиация терминологиясы негізінен ағылшын тілі арқылы қалыптасып, посткеңестік кеңістікте орыс тілінің айтарлықтай ықпалы байқалады. Бұл жағдай қазақ тіліне осы сала терминдерін біріздендіруді, яғни көптеген терминдердің калькалау әдісімен қабылданып, қазақ тілінің заңдылықтарына сай келмеуі кәсіби қолданысты қиындатады. Сондықтан авиация саласы терминологиясын дамыту үшін қазақ тілінің терминжасамдық әлеуетін пайдалану арқылы жаңа атаулар жасау, қолданыстағы терминдерді халықаралық стандарттарға сай біріздендіру және терминологияны әзірлеу мен оқу материалдарын дайындау процесіне авиация саласы мен тіл мамандарын бірлесе тарту қажет деп есептеледі. Сонымен қатар авиация саласының дамуына үлкен үлесін қосқан ғалым Е.В. Баженовтің зерттеуінде [4] әуе қозғалысын ұйымдастыру саласындағы арнаулы лексика мен терминжасам ерекшеліктері талданады. Зерттеу орыс және ағылшын тілдерінде қолданылатын терминдердің құрылымы, қызметі мен бейімделу әдістерін салыстыруға бағытталған. Автор халықаралық терминдерді ұлттық тілдік жүйенің ерекшеліктерін ескере отырып, сәтті интеграциялау қажеттігін айтады. Бұл терминжасамның біріздендірілген Proceedings of the 11th International Scientific Conference 64 TRANSCULTURALISM IN THE WORKS OF ROLLAN SEISENBAEV AS A SYNTHESIS OF CULTURAL CODES, PHILOSOPHICAL TRADITIONS AND HISTORICAL NARRATIVES Andryuchshenko O.K. Candidate of Philological Sciences, Associate Professor, Vice-rector, Pavlodar Pedagogical University named after Alkey Margulan, Pavlodar (Kazakhstan) Annotation. The article examines the phenomenon of transculturalism in the artistic world of Rollan Seisenbaev as a manifestation of the synthesis of various cultural codes, philosophical traditions and historical narratives. Analyzing the author's key works, the study reveals how the texts carry out a dialogue between Eastern and Western worldview paradigms, how mythological and realistic layers interact, as well as how artistic understanding of historical events contributes to the formation of a unique cultural space. Special attention is paid to issues of identity, memory, and the universality of human values in the context of global cultural exchange. The author comes to the conclusion that Seisenbaev's works are a vivid example of transcultural literature, in which an artistic text becomes a meeting place and interpenetration of various civilizational discourses. Keywords: transcultural literature, narrative, text, Kazakh literature. The work of Rollan Seisenbayev authoritatively represents one of the most mature trends in the development of Kazakh and world literature, occupying a worthy place in them. The transculturality of his works is beyond doubt. A number of trends can be identified that indicate the presence of a synthesis of cultural codes in his work: 1. Dialogue of cultures Seisenbayev often combines the Kazakh tradition with elements of Western and Eastern philosophy. For example, his novel "The Dead Wander in the Sands" (Seisenbaev) is not just a Kazakh epic, but also an existential work with references to Dostoevsky, Camus and Kafka. He raises universal questions about the meaning of life, suffering, and human destiny. In the novel "The Dead Wander in the Sands," the main character is confronted not only with the Kazakh traditional world, but also with philosophical questions typical of European literature. The inner monologues of the hero resemble Dostoevsky's – they are reflections on sin, freedom, fate. The world around him is an absurdist reality, similar to Kafka's works. In the novel, the Kazakh steppe becomes not just a geographical space, but a symbol of metaphysical search, which makes it similar to Camus' existentialism. The author makes the Kazakh steppe not only a place of action, but also a philosophical space where the ideas of East and West intersect. 2. The influence of Eastern and Western philosophy His works trace the influence of Kazakh steppe philosophy, Sufism and the traditional worldview of nomads, but at the same time he uses Western philosophical concepts. For example, the idea of loneliness and rebellion against fate in his books echoes existentialism. The Book of Sorrows contains the idea of fatalism, characteristic of Eastern thinking, but at the same time there are motives of existential rebellion against fate. Kazakh culture traditionally perceives fate (tagdyr) as inevitable. However, the hero of the book doubts this – he seeks to understand whether it is possible to change fate, as the heroes of Nietzsche or Sartre did. At the same time, the Sufi idea of inner search is also noticeable in the book – the hero's path can be compared to a spiritual «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 65 journey. In Seisenbaev's books, Kazakh philosophy is combined with Western concepts of freedom and choice. 3. Combining realism and metaphysics His style combines realism and magical symbolism. The "Book of Sorrow" is influenced by Eastern mysticism, but at the same time the book touches on issues relevant to the whole world – wars, environmental destruction, human alienation. The reality in the novel "The Dead walk in the Sand" seems blurred, the boundaries between life and death are blurred. "I saw those who left. They were walking next to me, talking to me, and I understood them. But it was worth blinking – and they disappeared into the hot air of the steppe."This image is reminiscent of the magical realism of Gabriel Garcia Marquez, where the dead and the living exist in the same world. In Kazakh culture, there is a belief about the spirits of the ancestors, who are always there. But Seisenbaev uses this not only as a folk belief, but as a symbol of the blurring of the boundaries of reality. The reality in his books resembles magical realism, where the culture of nomads is combined with the mysticism and philosophy of the West. 4. Kazakhstan in a global context Seisenbayev does not limit himself to national themes – he speaks of Kazakhstan as a part of the world space where different cultures collide. His characters often find themselves on the border of civilizations – nomadic culture vs. urbanism, East vs. The West, traditions vs. modernity. Transculturalism in his works is a bridge between Kazakh and world culture. It shows that national literature can be both deeply rooted in tradition and understandable to the whole world. The writer's works confirm the idea that there is a deep root connection between humanism, realism, progressive philosophical and ideological orientation. Rolland Seisenbaev's novel "Despair, or the Dead Wander the Sands" examines the problem of morality as the most important philosophical problem of the survival of man and nature, their co-existence on earth. The main philosophical and ideological idea of the novel is that true humanity does not single out, but unites man with everything living on earth – with the animal and plant world – with all of nature. The entire ideological, artistic and structural complexity of the work is linked together by the general creative principles of the novel as a work of philosophical prose (Meiramgalieva, 2013, p. 38). It is unlikely that Rolland Seisenbaev himself consciously set out to write a novel based on the style and rules of philosophical debate. Rather, the sheer scale of the collisions of "GOOD AND EVIL" and "LIFE AND DEATH" that worried him led the narrative to such genre certainty. R. S. Seisenbaev's novel "Despair, or the Dead Wander through the Sands" is a unique example of philosophical prose in which an environmental catastrophe and a spiritual crisis are associated with an extensive system of cultural, historical and mythological references. In this context, transcultural semiotics, an approach that allows analyzing the symbolic structure of a text at different levels, provides an opportunity to understand how local and global meanings interact in the artistic world of a work. External text level: intertextual framework The novel is structurally organized using epigraphs taken from the works of thinkers of different eras and cultures: Saint-Exupery, Seneca, Antisthenes, Belinsky, Pascal. These intertextual elements create the context of a philosophical dialogue in which Seisenbaev includes his reader. Epigraphs carry not only a meaningful load, but also form a cultural framework, expanding the semantic field of the novel to the level of universal humanism. Thus, water as a symbol in the epigraph from Saint-Exupery becomes a metaphor for life, purity, but also fragility and vulnerability. This cultural representation of water permeates the entire narrative, linking the philosophical ideas of the novel with global environmental issues and loss. The intra-textual level: symbolism, myth and dialogue of cultures Within the text, the semiotic system functions through images of nature, characters, and narrative style. Nature is a full—fledged subject of the narrative. In the scenes where Nasyr the fisherman is comforted and encouraged by the sea, the latter appears as a living being endowed Proceedings of the 11th International Scientific Conference 66 with a voice, memory and will. This artistic technique activates mythological thinking, characteristic of both the Kazakh tradition and world literature. Nasyr's dialogue with the sea alludes to Pushkin's "The Tale of the Fisherman and the Fish," but in Seisenbaev's interpretation this motif is reinterpreted: man does not demand from nature, but enters into an equal, trusting relationship with it. This translates the philosophical idea of affinity, which is characteristic of the nomadic worldview. The characters of the novel, in particular Nasyr and Kaharman, embody different types of moral responsibility. Nasyr is a guardian of tradition and folk memory, a sage, a symbol of moral fortitude. Kaharman is a contemporary who is faced with the absurdity of progress directed against nature. His suffering is the result of an internal conflict between technological development and an ethical duty to his native land. In addition, Seisenbayev introduces the figure of scientist Slavikov, a defender of nature, a bearer of rational discourse combining science and morality. This image highlights the importance of critical thinking and responsibility in an era of disruptive transformations. The novel "Despair, or the Dead Roam the Sands" appears as a complex semiotic system functioning at the external and internal textual levels. The first stage is a dialogue of cultures through epigraphs and intertexts, revealing universal philosophical meanings. The second stage is the artistic development of symbolic images, mythological codes and moral patterns of behavior addressed to the reader through the figures of the characters. Thus, transcultural semiotics in Seisenbaev's novel is implemented as a way of revealing global problems by means of local narration. This work becomes a space of meeting cultures, epochs and meanings, in which human and natural, rational and intuitive, tragic and hope combine into a single humanistic concept of the world. In the novel "Despair, or the Dead Roam the Sands," the writer combines in one picture the movement of nations, the actions of large masses with the intertwining of individual destinies, with the ideological and moral aspirations of individuals. Each of these elements is necessary to create the epic integrity of a philosophical novel. A multitude of intertwining plots and storylines form the general movement of the novel (Blue Sea, Zaisan, Balkhash, Afghanistan, the December 1986 events in Kazakhstan, Moscow, etc.) and the development of its basic philosophical idea – a person should live in harmony with nature, take from it, but also give it good. This idea is in line with the great humanistic and related traditions of nomadism as a philosophy of non-contradictory co-existence, co-living with nature, as a way of life that is as close to nature as possible and based on reverence for it. Rollan Seisenbaev is one of the writers who is highly guided by a common philosophical idea. In the novel, the dominant role of the author's thought is manifested in the plot and composition of the work, which bear the features of a detailed moral and philosophical dispute on ideologically acute topics of modernity. The idea of philosophical and moral boundaries, which is the main truth for which the intellectual discussion develops in the novel, enters the world of intimate experiences of the characters, and the author measures the level of spiritual health of the modern world as a whole with it. In 2007, V. Badikov wrote in Literaturnaya Gazeta: "Rollan Seisenbaev's novel Despair was republished in 2002 under the second title The Dead Wander in the Sands, but the feeling of deep, almost universal despair in him, of course, did not diminish. The will of the author, who shifted the emphasis in the title, must be respected. You need to read the novel slowly, accumulating and analyzing your impressions and thoughts, as G. Gachev did with the help of a diary. He called his recording article "The Despair of Rolland Seisenbaev," sensitively capturing the author's lyrical and journalistic pathos of this great work" (Badikov, 2007). Young researchers say that the writer's artistic worldview was formed during the transition period from Soviet to post–Soviet thinking, and this is the drama of the writer's fate of Rolland Seisenbaev.: "The creative fate of R.S. Seisenbaev turned out well, although he had to live and create during a period full of contradictions," and therefore, as a true writer, he "had a difficult «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 67 task to reconcile the outward ostentatious prosperity, the victorious march forward and the dramatic disintegration that torments the mind and heart" (Salimzhanova, 2001). In one of his interviews, Rolland Seisenbaev said: "I am sure that man is invincible. He leaves hope behind. It is for this hope that he is fighting to keep the earth inhabited and alive for future generations. Only little is being done for this, much more is needed. And I believe that the peoples of the world will do more," the writer concluded his interview" (Meiramgalieva, 2013, p. 102). Gratitude. The research was funded by the Committee of Science of the Ministry of Science and Higher Education of the Republic of Kazakhstan, RRN grant No. AR23487222 "Transcultural Russian-language literature of Kazakhstan as a part of the world literary mainstream". Referenсes Badikov, V.V. (2007). Na perelome [At the break] // Literaturnaia hazeta. 31 oktiabria [in Russian] Meiramhalieva, R. M. (2013). Tipolohiia i struktura filosofskoho romana sovremennoi kazakhskoi literatury [Typology and structure of the philosophical novel of modern Kazakh literature]. Almaty: «Qazaq universiteti» [in Russian]. Salimzhanova, Sh. O. (2001). Zhanrovo-stilevoe svoeobrazie tvorchestva R. Sh. Seisenbaeva [Genre and style originality of R.S. Seisenbayev's creativity]. Almaty [in Russian]. Seisenbaev, R. Sh. (1991). Otchaianie, ili Mertvye brodiat po peskam [Despair or the Dead wander the sands]. Moskva: Sovetskii pisatel [in Russian]. Proceedings of the 11th International Scientific Conference 68 THE WAY OF DEVELOPING THE NATIONAL AND LINGUISTIC IDENTITY OF THE KAZAKH NATION THROUGH THE TRANSFORMATION OF THE ABAY LANGUAGE INTO THE WORLD LANGUAGE Karimov Bakhtiyor Rakhmanovich Doctor of Science (Philosophy), Professor, Leading Researcher, Institute of Oriental Studies, Academy of Sciences of the Republic of Uzbekistan The great poet and educator Abay Kunanbaev made an invaluable contribution to the formation and development of the literary Kazakh language. In the process of globalization, modernization, intensification of the formation of the world information civilization, the most important task is to preserve and develop the national and linguistic identity of nations. This task is also important for the Kazakh nation in the multilingual situation in the Republic of Kazakhstan. After achieving independence, the Republic of Kazakhstan and the Kazakh nation are making great efforts to raise the domestic and international social status of the Kazakh language. A state program has been adopted and is being implemented to support the development of the Kazakh language as the state language of the country. Centers for teaching the Kazakh language and traditions have been created. However, there are still many difficulties and unresolved problems in this direction. In the interethnic and international communication system, the Kazakh language is not used actively enough. These functions mainly use Russian and English. Together, these factors lower the social status and image of the Kazakh language. For a breakthrough accelerated increase in the social status of the Kazakh language, original non-standard solutions are required, since standard solutions do not give the expected effect in the required time frame, despite the very large allocated funds. The purpose of this project: To provide a scientific basis for a breakthrough innovative modernization of the domestic and international social status of the Kazakh language through the creation of a closely related Averaged Turkic language Ortaturk, which has the potential to become an international language recognized by the UN [1; 2; 3; 4; 5; 6]. To achieve this goal, it is necessary to solve the following tasks: 1) create the Averaged Turkic language Ortaturk; 2) to create a coordinated and unified system of alphabets of the national Turkic languages and the Ortaturk language; 3) to create a coordinated terminological system of the Turkic languages and the Ortaturk language. The Averaged Turkic language Ortatürk in lexical aspect will be close to the language of Abai (1845-1904), one of the last classics who wrote in the literary Turkic language before the legal transformation of this great language into a dead language in 1924. This chauvinistic, denying the right of nations to self-determination action to destroy the Turkic language was carried out during the so-called "national-state delimitation" carried out through mass terror under the leadership of Stalin without revealing the free will of the people of Turkestan. The implementation of this project of creating the Ortaturk language and improving the functioning of the Turkic languages and scripts would act as a factor in the breakthrough, «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 69 innovative, modernizing social development of the states and nations that are part of the Turkic and Central Asian civilizations and, in general, the World civilization. For the socio-economic development of Kazakhstan, the implementation of this project would be of great importance, as it would allow quickly, without very large expenditures of its own resources, by the collective efforts of all Turkic-speaking peoples and UN structures, to receive basic world information and transmit their information to the world on a closely related international, world language Ortaturk. This would raise the social status and image of the Kazakh language almost to the level of international, world languages. In turn, this would lead to an increase in his domestic social status. The following negative consequences are possible in case of refusal of this program. A strategically important historical and geopolitical opportunity for self-preservation and successful self-development of Kazakhstan, the Kazakh nation and the Kazakh language based on cooperation and mutual assistance of kindred Turkic peoples will be missed. The Kazakh language, perhaps, will be pushed aside from the main spheres of social life by such international, world languages as Russian, English and Chinese, or will be subjected to their very strong deforming effect. As a result, the linguistic, national and state identity of the population of Kazakhstan may experience great fluctuations and become unstable in the process of globalization and the powerful influence of non-Turkic geopolitical actors. This is contrary to the national interests and national security of Kazakhstan and the Kazakh nation. There are the following main options for solving the problem of the language of interTurkic inter-ethnic communication: 1) Recognition of English as the leading world language, which is known by many representatives of the Turkic peoples as the language of inter-Turkic inter-ethnic communication; 2) Recognition of the Russian language as one of the world languages, which is known by many Turkic peoples as the language of inter-Turkic interethnic communication; 3) Recognition of one of the national Turkic languages as the language of inter-Turkic interethnic communication; 4) The revival of the language "Turki" as the language of inter-Turkic interethnic communication; 5) Creation of the Averaged Turkic language "Ortaturk" by averaging the Turkic languages, recognizing it as the language of inter-Turkic interethnic communication, the language of information of general Turkic and world significance and achieving its recognition as one of the UN languages [1; 2; 3; 4; 5; 6]. We propose to implement this fifth option, since it does not provide privileges and does not create infringement on the rights and dignity of each of the Turkic peoples, it gives them the right to use their Turkic language as the state language in their national state and develop it to the best of their ability, ensuring equality of all Turkic languages among themselves. In the international status, the Ortaturk language would contribute to cooperation between the Turkic peoples, information and communication, spiritual and intellectual development of individuals and social groups in Kazakhstan, the Turkic world and the entire World civilization. The processes of language development, especially the problems of changing linguistic identity, should be assessed from the point of view of the relationship between human rights and the rights of nations and linguistic groups of individuals. In the individualistic concept of personality, personality is separated from the society that formed it and is regarded as an independent, a priori, self-sufficient starting point for evaluating all the processes taking place in the world. The rights of the society, the community, the collective that formed this person are not sufficiently taken into account. It is advisable to achieve greater harmonization in the relationship between the rights of the individual and the rights of society. To do this, it is necessary to take into account the social essence of a person and a nation. In this regard, it is advisable to use the oikumenic theory of the nation, the concepts of ethnosism, ethnolingupanism, averaged languages and Averaged World language [1; 2; 3; 4; 5], which as a whole constitute a linguo- Proceedings of the 11th International Scientific Conference 70 geopolitical concept leading to the synthesis of the languages of the East and West, all the languages of Mankind. In the context of the oikumenic theory of the nation, we will consider the problems of global development and ways of preserving national cultures, languages, developing the linguistic and cultural convergence of East and West. In these matters, it is expedient to achieve an optimal combination of universal and national interests. To ensure the unity of Mankind and preserve its diversity, it is advisable to create a system of averaged languages for groups of genealogically related languages [1; 2; 3; 4], and later on the creation of the averaged World language through averaging in a variety of averaged languages and isolated languages based on the Nostratic (Borea) concept, the concept of language universals and statistical methods for averaging language phenomena [1; 2; 3; 4]. The world auxiliary language created in this way for intercultural, interethnic communication, accumulation of world information and global learning would contribute to the solution of many global problems of world civilization and the spiritual mutual enrichment of all local civilizations and peoples. The creation of the averaged world language could act as a way for the linguistic and cultural convergence of East and West within the framework of a single Humanity system with the preservation of national and civilizational identity. To solve the problems of alphabets and writing of Turkic languages, we propose to create a writing system “ortabitik” [6; 7; 8; 9; 10], that is, four isomorphic alphabet systems: 1) an alphabet based on the Latin alphabet; 2) an alphabet based on the Cyrillic alphabet; 3) an alphabet based on the Arabic alphabet; 4) an alphabet based on the Orkhon-Yenisei script. In the Turkic group of languages there are 39 phonemes in total, in each national Turkic language there are approximately 30-35 phonemes of these 39 phonemes in different samples. For 39 Turkic phonemes we propose to introduce 39 different graphemes in each of the above-mentioned alphabets. Based on the isomorphism of these four alphabet systems, there is a real possibility to create programs for precise automatic transliteration and transcription of text in one alphabet into text in another alphabet. This will allow each Turkic-speaking person to easily study, in addition to the 30-35 phonemes and graphemes of their native language, another 4-9 phonemes and graphemes that do not exist in their native language, and on this basis, a Turkic-speaking person will be able to read texts in all Turkic languages written in any of the alphabets. All information in all Turkic languages of the Turkic civilization will be able to be united by these alphabets as a holistic writing system. At the same time, the Ortaturk language [1; 2; 3; 4; 5] will also have its own set of phonemes and graphemes in this system, which will include those phonemes and graphemes that are available to the majority of Turkic nations, the majority of Turkic-speaking individuals, for the longest period of time. And also provide the greatest measure of semantic adequacy of lexemes in most Turkic languages. In the Ortaturk language, it will be possible to collect all the information significant for the Turkic civilization, and this information resource will be very large, no less than required for an international language. The overwhelming majority of texts in national Turkic languages are composed in one of the variants of these alphabets, and its variants in all other basic alphabets are generated by means of error-free automatic transliteration due to the isomorphism of these alphabets. A person who can read one of the national Turkic languages can read a text in the alphabet that is convenient for him in accordance with his reading skills. Of the total number of 39 phonemes of the Turkic languages, each Turkic national language has a certain number of phonemes in its phonetic system. Each Turkic language uses graphemes associated with these phonemes in its alphabet. There are 73 symbols in “The Old Turkic Letter Yenisei” system. To express the 39 phonemes existing in the Turkic languages and form the new Orkhon-Yenisei script “The New Turkic Letter Yenisei”, it is necessary to select the corresponding graphemes for this new OrkhonYenisei script from these 73 symbols. Considering that many of the symbols of the Orkhon-Yenisei script are used to express syllables, and also that for a number of Turkic phonemes there are no «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 71 corresponding graphemes in the Old Orkhon-Yenisei script, it will be necessary to add a number of new graphemes. For example, in order to express the vowel harmony that exists in the vast majority of Turkic languages and will exist in the future in the Ortaturk language standard, in “The New Turkic Letter Yenisei”, in addition to the four graphemes that existed for vowels in the Old Orkhon-Yenisei script, four new graphemes should be introduced for the vowels that correspond vowel harmony. They can be created by drawing an additional horizontal line over the four graphemes of “The Old Turkic Letter Yenisei” alphabet that express vowels. For some other sounds that do not have a symbol in the Orkhon-Yenisei script, a more suitable symbol can be selected from the 73 symbols present in it. I think it would be better if this solution to the problem of the alphabet of the Turkic languages was called "ortabitik", because if we call this writing system "ortaalifbo", then in many Turkic languages there is no such word as "alifbo", if we call it "ortaalphabet" it will be as if the Turkic languages did not have their own writing and alphabet from ancient times. "Ortabitik" will be convenient for all Turkic peoples, since the Turkic peoples in the modern era use the Latin, Cyrillic and Arabic alphabets, and they will have the opportunity to use the information resource of the information space of the entire Turkic civilization in the alphabet. The Commission for the Creation of a Unified Turkic Alphabet formed under the Organization of Turkic States (OTS) submitted a draft of The Common Turkic alphabet for consideration by the higher bodies of the OTS. This project primarily takes into account the alphabets of the languages of the Turkic nations, whose states are members of the OTS, therefore the project provides for the consideration of only 34 phonemes, not 39. But in the future it can be supplemented with specific phonemes that exist in languages of other Turkic nations, and for them, corresponding additional graphemes can also be introduced. This draft was submitted to the secretariat of the Organization of Turkic States and will be considered at the Summit of the Heads of State of the Organization of Turkic States. On the eve of the Summit, the Turan Academy of Sciences and its Ortaturk Language Scientific Research Institute held a number of scientific conferences to collect proposals from scientists, and my following proposals were discussed and approved at them: The project presented by the Commission for the creation of a common Turkic alphabet, organized by the Organization of Turkic States, is acceptable in principle, but we propose making some changes and additions: 1) We propose to assign one grapheme based on the Latin alphabet to each phoneme of the Turkic languages. In this project, it is planned to introduce two letters for one phoneme [æ] – (Ə ə) and (Ä ä). If to each of the 34 phonemes of the common Turkic alphabet does not correspond one grapheme, that is, if there is no isomorphism between phonemes and graphemes, that is, if there is no one-to-one correspondence between phonemes and graphemes, then in the process of digitizing the information resources of the Turkic languages, there will be no possibility of automatic error-free transliteration and error-free transcription, and additional human verification of all texts will be required. 2) The project does not plan a grapheme for the phoneme [ɒ], which exists in the Uzbek language. This phoneme [ɒ] is used in the main words of the Uzbek language, such as "Ota, Ота", ("Ota yurt, Ота юрт”) and "Ona, Она" ("Ona Vatan, Она Ватан"), in other Turkic languages these words are used in the form "Ata, Ата" and "Ana, Ана". For the correct pronunciation of these words, we propose adding the phoneme [ɒ] to the phoneme system of the common Turkic alphabet and propose representing it with a grapheme (Ä ä). In this case, the number of graphemes (and phonemes) in the common Turkic alphabet will increase from 34 to 35. If this is done, then to each of the 35 phonemes of the common Turkic alphabet will correspond one grapheme, that is, there will be isomorphism between the phonemes and graphemes, that is, a one-to-one correspondence. This isomorphism provides the possibility of automatic error-free Proceedings of the 11th International Scientific Conference 72 transliteration and error-free transcription in the process of digitizing the information resources of the Turkic languages and is of fundamental importance from this point of view. We propose to place this grapheme (Ä ä) after the grapheme (A a) in the system of the Common Turkic alphabet. 3) If we accept the two above-mentioned provisions, the Common Turkic alphabet will consist of 35 graphemes and isomorphically corresponding phonemes. We propose to continue the Common Turkic alphabet based on the Latin alphabet, which has such an isomorphism, in the form of the Ortabitik writing system. In the Ortabitik writing system, for 35 phonemes are introduced 35 isomorphically corresponding graphemes based on four writing systems: 1) based on the Latin alphabet; 2) based on the Cyrillic alphabet; 3) based on the Arabic alphabet; 4) based on the Orkhon-Yenisei script. The table of the Ortabitik writing system for Turkic languages is attached in Table No. 2. Currently, the vast majority of texts written in Turkic languages exist in one of these four main alphabets, and the text variants in the other three main alphabets in the Ortabitik writing system are formed by automatic transliteration using computer transliteration and transcription programs, and an automatic error-free transcription of the text is also formed. A person speaking a Turkic language will be able to read a text in the alphabet he wants to read, and he will be able to read a text in the alphabet that matches his reading skills. Of the total 35 phonemes of the Turkic languages, each language of the Turkic people has a system of phonemes with a certain number and composition. This Turkic language uses graphemes associated with these phonemes in its alphabet. Each Turkic people will have its own priority alphabet, and the education system will be organized, books will be published, mass media will work, and office work will be conducted in this alphabet. As a result of digitalization, all this information will also be available in the form of electronic files that can be automatically generated in other alphabets. At the same time, all the heritage and information resources of the Turkic civilization will also be available in the alphabet based on the Orkhon-Yenisei script created by our ancestors. The Turkic peoples currently use the Latin (Turkiye, Azerbaijan, Turkmenistan, partly Uzbekistan), Cyrillic (Kazakhstan, Kyrgyzstan, the Turkic republics and peoples of Russia, partly Uzbekistan), Arabic (Eastern Turkestan, Afghanistan, Iran, Saudi Arabia) alphabets. Many Turkic peoples who use the Cyrillic and Arabic alphabets have limited opportunities to study information in the Turkic Latin alphabet and, especially, to reform your alphabet into a Latin based alphabet. If the Ortabitik writing system is created, people who speak Turkic languages will be able to correctly read each other's information. At the same time, all the heritage and information resources of the Turkic civilization will be available in the alphabet based on the Orkhon-Yenisei script created by our ancestors. At the same time, these resources will also be available in international transcription, and all of Humanity will be able to pronounce them correctly. If each symbol in a certain text is replaced by its number from this table, then the text can be created in encrypted form as a set of numbers. A computer program for the Ortabitik system has been created and all of the above actions are performed automatically and without errors. There are 73 symbols in the Old Turkic Letter Yenisei system. To express 35 phonemes existing in the Common Turkic Alphabet project and to form “The New Turkic Letter Yenisei”, it is necessary to select the corresponding graphemes for this new Orkhon-Yenisei alphabet from these 73 symbols. Considering that many of the symbols of the Orkhon-Yenisei script are used to express syllables, and also that for a number of Turkic phonemes there are no corresponding graphemes in the Old Orkhon-Yenisei script, it will be necessary to add a number of new graphemes. For example, in order to express the vowel harmony that exists in the absolute majority of Turkic languages and will exist in the future in the Ortaturk language standard, in the new OrkhonYenisei script “The New Turkic Letter Yenisei”, in addition to the four graphemes that existed for vowels in the old Orkhon-Yenisei script, four new graphemes should be introduced for the vowels «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 73 that correspond vowel harmony. They were created by drawing an additional horizontal line over each of the four graphemes of the old alphabet “The Old Turkic Letter Yenisei” that express vowels. For some other phonemes that exist in modern Turkic languages, but did not have a phoneme and grapheme in the ancient Orkhon-Yenisei script, a grapheme from the 73 graphemes of this script was chosen that expressed the most consonant phoneme, and if it was necessary to preserve this selected grapheme itself, it was modified by adding an additional horizontal line. Consonants, represented in the ancient Orkhon-Yenisei script in all cases by the same grapheme, were adopted into “The New Turkic Letter Yenisei” alphabet. For consonant phonemes, represented in the ancient Orkhon-Yenisei script in different cases by a different grapheme, one of the grapheme variants was adopted into “The New Turkic Yenisei” alphabet. As a result, the alphabetic principle was fully implemented in the new Orkhon-Yenisei script, while in the ancient Orkhon-Yenisei script the alphabetic and syllabic components existed together. Texts written in the new Orkhon-Yenisei script can be read, correctly pronounced and understood in most cases by those who know the old Orkhon-Yenisei script, since the differences in graphemes consist only in additional horizontal lines that function as diacritics. If the Organization of Turkic States supports the creation of this Ortabitik writing system, then it will be possible to form a single grapheme space, that is, a space of a single script, within the entire Turkic civilization. These projects correspond to the trends and prospects for the development of intercultural communication in the process of formation of the world information civilization in the 21st century. They are aimed at solving the problems of multilingualism in Kazakhstan in the sphere of national-linguistic relations on the basis of the principles of equality, the sovereignty of states, ensuring human rights and freedoms and the collective rights of social groups (national, linguistic, ethnic, racial, confessional, etc.) ). The creation of the Averaged Turkic language Ortaturk, which in the lexical aspect will be close to the language of Abay, will lead to the revival of the Turkic languages as one of the international, world languages. This will allow the Kazakh language to act as an almost world language in relation to such world languages as Russian, Chinese and English. Literature: 1. КаримовБ.Р., Муталов Ш.Ш. Ўртатурк тили. Тошкент: Мехнат, 1992. 2. Karimov B.R, Mutalov Sh. Sh. Averaged languages: an attempt to solve the world language problem. Tashkent: Fan, 1993 (второе изд. в 2008 году, третье издание в 2019 году). 3. Каримов Б.Р., Муталов Ш.Ш. Усредненные языки: попытка решения мировой языковой проблемы. Ташкент: Фан, 2008. (второе изд. в 2019 году). 4. Karimov B.R., Mutalov Sh.Sh. Ortak Turkce // Bilig. Bilim ve Kultur Dergisi. Sayi-3/Guz'96, S.190-199. 5. Karimov B.The oikumenic concept of nation and problems of development of languages.Ойкуменическая концепция нации и проблемы развития языков. Qarshi, 2003. 6. Каримов Б.Р. Ойкуменическая концепция нации и проблемы развития языков. Якутск, 2004. 7.Каримов Б.Р. Проблемы развития Тюркской цивилизации, языка ортатюрк и алфавитов тюркских языков // Proceedings of the 1st International Scientific Conference «Progress in Science» (December 15-16, 2022). Brussels, Belgium, 2022. C. 117-120. 8. Каримов Б.Р., Каримова У.Б. Взаимосвязь письменностей Востока и Запада в процессе глобализации и проблемы развития японской письменности // Восток-Запад: аспекты взаимодействия. Т., 2006. с. 104-108. Proceedings of the 11th International Scientific Conference 80 Thus, the analysis presented in the table suggests that there are common features between the two directions: they recognize internal parts (ego states/modes), emphasize the influence of past experience on current behavior, and are aimed at increasing responsibility and self-awareness. Let's look at a specific case: a 10-year-old child is often angry, aggressive towards peers or family members, does not obey, after anger he sometimes regrets, apologizes. If we approach it from the point of view of scheme therapy, then it is likely that the presence of early incompatible schemes will be best.:  Scheme: rejection / unreliable attachment. The child is emotionally afraid of losing the attention of his parents, but expresses it with anger.  The pattern of rejection / lack of love: He feels unloved, wants to show aggression.  The scheme is the problem of lack of control / borders. Boundaries in the family are unstable, the child learns that emotions can be expressed even without control. Active modes: Modes Behavioral manifestations The inner experience of the child The angry child screaming, hitting, breaking things "no one understands me", "they don't like me" An abandoned child Don't cry, don't back down, stay alone "I was abandoned", "I'm worthless" The guilty parent (critic) blaming yourself or being tough on others "I'm a bad child", "I can't do anything" A healthy adult Can't control your emotions "I do not know why I do this" Now let's look at it from the perspective of transactional analysis: The ego state Form of manifestation Possible cause Child (provoking) anger, stubbornness, failure to follow the rules not satisfying emotional needs Parent (critic) ”I'm bad,“ ”it's all my fault" the voice of the inner critic-learning from the family Adult (less active) decision-making and poor selfregulation emotion management skills have not yet been developed Child → parent (real or internal): "Leave me alone!– stubbornness, anger, opposition. Parent → child (real or internal):"Don't do this!", "You've been behaving badly again.” → as a result, there is a ”power struggle". TRANSACTIONS «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 81 Now let's look at the integration possibilities. The goal Scheme-therapy Transactional analysis is to recognize emotional needs "Rewriting with imagination" (empathic dialogue with the child) Reparenting is a calming response from an Adult Learning boundaries limited rewriting (love + border) Activation of the "Adult" floor (emotional regulation skills) Anger Management Games aimed at emotional regulation and modeling Differentiation of childhood and adult conditions An important element is reparenting, which is a healing process from childhood psychological traumas aimed at satisfying one's own emotional and physical needs that remained unsatisfied in childhood. A kind of conscious "re–education" of oneself, where a person learns to be a caring parent, to support, accept their needs and interests, as well as to fill in the deficits that have arisen as a result of childhood experiences. The therapeutic goal is as follows: An important part of therapy is parallel work with parents, which consists in reducing criticism, creating stable boundaries and a calm atmosphere in the house. Here is an example of a dialogue in therapy: Therapist (healthy adult): "I see you're very nervous. It looks like someone hurt you, didn't they?" Child (angry child): "No one understands me!" Therapist: "I mean, do you want them to listen and understand you? There's a little anger about that too, isn't there?" This approach allows the child to recognize the feeling of being an "abandoned child" and switch to the "healthy child" mode. Let's focus on the stages of practical integration. 1. The stage of information collection and diagnostics. Scheme therapy uses a questionnaire of early incompatible schemes. In transactional analysis, ego state analysis and transaction mapping are performed. At this stage, the recurring cycles of customer relationships are understood both at the schema level and at the transaction analysis level. 2. The mode is compatible with the "Ego" state and transaction.  "Punitive parent" and "Critical parent" - harsh attitude towards oneself and others;  "Abandoned child" - "Adaptive / scared child" - fear of dissatisfaction with emotional needs;  "Demanding parent" - "Controlling parent" - perfectionism and high standards;  "Healthy adult" "Adult" - rational thinking, informed decision-making 3. The intervention stage. Transactional analysis techniques are associated with changing the "ego state", "reconstruction of a broken transaction", and "reformulation of the parental relationship". Schema therapy techniques: rewriting with the help of imagination, stage dialogues, Strengthening the "healthy child" regime Understanding pain in Angry Child mode Developing emotional regulation skills Proceedings of the 11th International Scientific Conference 82 limited reproduction, dialogues with modes. At this stage, the therapist monitors both the activation of the circuits and the nature of the transactions. For example, if the client speaks in the "critical parent" mode, the therapist creates a balance by responding to the "healthy adult" situation. Let's note the advantages of the integrative model in working with a client:  Changing the emotional and behavioral level. Schema therapy affects deep emotional layers, while transactional analysis provides an opportunity for correction at the level of behavior and attitude.;  An accessible and understandable model: the language of the Child-Parent–Adult transaction becomes understandable to the client.  Healthy boundaries are formulated in the therapist–client relationship: the principle of "limited response" in schema therapy is combined with the principle of "mature attitude" in transactional analysis.  The client's ability to self-observe increases: the client learns to distinguish between his transactions and switching modes. Schema therapy and transaction analysis are two systems that complement each other. As a result of integration, schemas change on an emotional and cognitive level. Despite the similarities that are expressed in recognizing internal structures, self-observation, empathy, and the formation of a balanced "adult" state, there are some differences: schema therapy is an emotional and deeply rooted approach, while transactional analysis is a more practical model that works on a behavioral and communicative level. References: 1. Arntz A, Jacob G. A practical guide to circuit therapy. Methods of working with dysfunctional regimes in personality disorders / Translated from English by E. Plotnikova; under the scientific editorship of A.V. Chernikov M.: Scientific World, 2016, 320 p. 2. Hasanova G.A. Metaphorical associative maps as an innovative tool in the work of a psychologist with adolescents // Journal "Proceedings of the Baltic State Academy of the Fishing Fleet: psychologica lPedagogical Sciences", 2021, 1(55), pp.67-75. 3. Hasanova G.A. The use of schema therapy and metaphorical associative maps in the work of a psychologist // The 8th International scientific and practical conference “Innovations and prospects in modern science” (July 29-31, 2023) SSPG Publish, Stockholm, Sweden, 239 p. 4. Hasanova G.A. Modern tools for the transformation of personality consciousness// Bulletin of Science No. 6 (87) volume 2, Tolyatti, 2025, pp. 1501-1505 URL: https://cyberleninka.ru/article/n/sovremennye-instrumenty-transformatsii-soznaniyalichnosti 5. 5. Young Jeffrey, Weishaar Marjorie, Klosko Janet. The scheme is therapy. A practical guide. Dialectic LLC, Kiev, 2020, 424 p. 6. Hasanova G. A., Aghayev A. The use of emotion cards and positive psychology techniques in organizing psycho-correctional work// European Journal of Humanities and Social Sciences, № 1, 2024, 34-45 р. https://doi.org/10.29013/EJHSS-24-1-34-45 7. Hasanova G. A. Metaphorical maps and neurography – the art of visualizing the inner Self // XIX International Scientific and Practical Conference «New problems of science and ways of their solution», June 03-04, 2025, Paris. France, p. 23-28, ЗНАНИЯ ЛИЧНОСТИ // Вестник науки. 2025. №6 (87). URL: https://cyberleninka.ru/article/n/sovremennye-instrumenty-transformatsii-soznaniya-lichnosti (дата обращения: 31.10.2025). «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 83 Biological Sciences Protective mechanisms of mitochondria under heat stress: interplay between proteins, minerals, and redox regulation Vitaliy Kudritskiy 4th-year student, Department of Natural Sciences. Kostanay Regional University named after Akhmet Baitursynuly, Kostanay, Kazakhstan Abstract Mitochondria serve as central regulators of cellular energy metabolism and redox homeostasis, yet they are highly suscepble to heat-induced oxidave and proteotoxic stress. Exposure to elevated temperatures disrupts mitochondrial membrane potenal, promotes excessive producon of reacve oxygen species (ROS), and impairs ATP synthesis, ulmately leading to structural and funconal deterioraon. This review integrates recent findings on the molecular mechanisms underlying mitochondrial protecon during heat stress, focusing on the interplay between stress-responsive proteins, mineral cofactors, and redox signaling. Small heat shock proteins (sHSPs) and molecular chaperones form a primary defense network that prevents protein aggregaon and supports proteostasis, while myoglobin, recently idenfied within mitochondria, contributes to oxygen buffering and respiratory stability. Essenal minerals such as magnesium, zinc, selenium, and iron act as key modulators of redox balance and enzymac acvity, maintaining mitochondrial integrity under thermal stress. Furthermore, emerging evidence highlights the integraon of mitochondrial and nuclear responses mediated by transcriponal regulators such as HSF1, NRF2, and PGC-1α, ensuring adapve coordinaon between metabolic and protecve pathways. Comparave physiological data reveal that these mechanisms are evoluonarily conserved across diverse taxa, suggesng a universal mitochondrial defense strategy based on the synergy of chaperone systems and mineral-dependent redox regulaon. Understanding these interacons provides valuable insights for enhancing thermotolerance in both biomedical and agricultural contexts. Keywords: mitochondria, heat stress, oxidave stress, molecular chaperones, magnesium, zinc, selenium, redox regulaon, myoglobin, thermotolerance Introducon Mitochondria are central regulators of cellular energy metabolism and redox homeostasis, playing a crucial role in maintaining cell viability under various stress condions. Heat stress, in parcular, disrupts mitochondrial membrane integrity, increases the generaon of reacve oxygen species (ROS), and impairs ATP synthesis, leading to protein denaturaon and cell injury (Adriaenssens et al., 2023). To counteract these effects, cells rely on a complex network of molecular chaperones and anoxidant systems that preserve protein structure and support mitochondrial funcon. Small heat shock proteins (sHSPs) and other molecular chaperones form the first line of defense by prevenng protein aggregaon and promong the refolding of thermally denatured proteins within the mitochondrial intermembrane space (Adriaenssens et al., 2023). In parallel, mitochondrial myoglobin has recently been idenfied as an important regulator of respiraon and Proceedings of the 11th International Scientific Conference 84 oxygen homeostasis. Masuda and colleagues demonstrated that myoglobin localizes within mitochondria and can be imported through a TOM-independent pathway, suggesng that cytosolic proteins may directly contribute to mitochondrial adaptaon under stress condions (Masuda et al., 2021; Masuda et al., 2023). In addion to protein-mediated protecon, several essenal minerals are emerging as key modulators of mitochondrial stability and redox control. Magnesium (Mg²⁺) has been shown to preserve mitochondrial membrane potenal and protect against oxidave stress (Fujita et al., 2023; Fama et al., 2024), while iron and zinc are crical cofactors in respiratory enzymes and anoxidant defenses (Read et al., 2021; Chen et al., 2024). However, their dysregulaon can lead to excessive ROS generaon and mitochondrial dysfuncon (Chauhan et al., 2022). Selenium (Se), another vital micronutrient, supports glutathione peroxidase acvity and migates oxidave damage to mitochondrial lipids and proteins (Zhang et al., 2024). A comprehensive review by Killilea (2022) emphasized that opmal mineral homeostasis is indispensable for sustaining mitochondrial funcon and cellular differenaon. Taken together, these findings indicate that both protein-based chaperone systems and mineral-dependent enzymac pathways cooperate to maintain mitochondrial integrity under stress. Yet, the integrated role of minerals in modulang mitochondrial proteostasis during thermal stress remains poorly understood. This review aims to summarize recent advances in understanding the molecular mechanisms of mitochondrial protecon under heat stress, focusing on the interplay between stress-responsive proteins, mineral cofactors, and oxygen-transporng molecules such as myoglobin. The major pathways of cellular and mitochondrial response to heat stress are summarized in Figure 1. Figure 1. Heat stress–induced cellular and mitochondrial responses Heat stress triggers protein denaturaon and overproducon of reacve oxygen species (ROS), leading to mitochondrial dysfuncon and oxidave damage. Heat shock proteins (HSPs) act as molecular chaperones, prevenng protein aggregaon and promong refolding. Anoxidant enzymes such as superoxide dismutase (SOD), catalase, and glutathione peroxidase (GPx) migate ROS toxicity, maintaining redox homeostasis and cell viability. «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 85 1. Heat shock response and mitochondrial adaptaon Heat stress exerts profound effects on mitochondrial physiology, primarily through the inducon of oxidave and proteotoxic stress. Elevated temperatures disrupt mitochondrial membrane fluidity and impair the funcon of respiratory chain complexes, leading to excessive producon of reacve oxygen species (ROS) and a decline in ATP synthesis. The accumulaon of ROS damages mitochondrial DNA (mtDNA), lipids, and proteins, resulng in loss of membrane potenal (ΔΨm) and the release of pro-apoptoc factors such as cytochrome c (Adriaenssens et al., 2023; Killilea, 2022). These processes collecvely reduce mitochondrial efficiency and may trigger cell death if the damage exceeds the capacity of repair systems. A central component of mitochondrial vulnerability under heat stress is protein misfolding. High temperature destabilizes proteins within both the mitochondrial matrix and intermembrane space, leading to aggregaon and inhibion of oxidave phosphorylaon. To counteract this, cells acvate mitochondrial chaperones, including small heat shock proteins (sHSPs), which assist in refolding denatured proteins and prevent their aggregaon (Adriaenssens et al., 2023). However, under prolonged or severe stress, chaperone capacity becomes saturated, resulng in proteotoxic overload and mitochondrial dysfuncon. Heat stress also affects mitochondrial calcium (Ca²⁺) homeostasis. Elevated cytosolic Ca²⁺ influx acvates mitochondrial calcium uniporters, causing transient mitochondrial Ca²⁺ overload that amplifies ROS producon and disrupts the mitochondrial permeability transion pore (mPTP). This leads to swelling, depolarizaon, and in severe cases, apoptoc or necroc cell death. Minerals such as magnesium (Mg²⁺) can migate these effects by compeng with Ca²⁺ for transport sites and stabilizing membrane potenal (Fujita et al., 2023; Fama et al., 2024). Furthermore, transion metals such as iron (Fe) and zinc (Zn) play dual roles under thermal stress. While they are essenal cofactors for enzymes in the electron transport chain and anoxidant defense systems (Read et al., 2021; Chen et al., 2024), their excess can catalyze Fentontype reacons, amplifying oxidave damage (Chauhan et al., 2022). Maintaining proper mineral balance is therefore crical for preserving mitochondrial integrity during thermal stress condions. Recent studies have also revealed that myoglobin contributes to mitochondrial protecon under such condions. Masuda and co-workers demonstrated that mitochondrial-localized myoglobin enhances oxygen supply and may parcipate in buffering oxidave stress (Masuda et al., 2021; Masuda et al., 2023). Its presence within mitochondria suggests a possible cross-talk between cytosolic oxygen carriers and mitochondrial respiraon, providing an addional mechanism of adaptaon during stress exposure. In summary, mitochondrial dysfuncon under heat stress arises from a complex interplay between ROS generaon, protein misfolding, calcium imbalance, and mineral dysregulaon. Understanding how these processes are modulated by protecve proteins and micronutrients provides an essenal foundaon for developing strategies to enhance cellular resilience to heatinduced injury. 2. Mitochondrial Dysfuncon under Heat Stress Mitochondria play a pivotal role in maintaining cellular homeostasis by generating ATP through oxidative phosphorylation and regulating redox balance. However, under heat stress, mitochondria are among the most vulnerable organelles, as elevated temperatures disrupt their membrane potential, enzyme activity, and dynamics (Killilea, 2022). Heat-induced oxidative stress increases reactive oxygen species (ROS) production, leading to protein denaturation, lipid peroxidation, and mitochondrial DNA damage (Fujita et al., 2023). Recent findings demonstrate that heat stress not only impairs mitochondrial respiration but also induces fragmentation through the activation of fission-related proteins such as Drp1, while simultaneously suppressing fusion-related proteins like Mfn2 and OPA1 (Adriaenssens et al., Proceedings of the 11th International Scientific Conference 86 2023). This imbalance in mitochondrial dynamics contributes to cell death signaling and loss of energy production efficiency. Moreover, studies by Masuda and colleagues have shown that certain heat shock proteins (HSPs), such as HSP70 and HSP90, can interact with mitochondrial membranes to prevent protein unfolding and to stabilize electron transport chain (ETC) complexes under heat stress (Masuda, 2021). These chaperones are essential for maintaining mitochondrial proteostasis and ensuring recovery after stress exposure. An often-overlooked factor in this process is the influence of mineral ions such as magnesium (Mg²⁺), calcium (Ca²⁺), and zinc (Zn²⁺), which are required cofactors for numerous mitochondrial enzymes. Alterations in ion homeostasis under heat stress can exacerbate mitochondrial dysfunction by disturbing ATP synthesis and redox balance (Killilea, 2022). In particular, Mg²⁺ plays a crucial role in stabilizing ATP and regulang mitochondrial permeability transition pores, while Ca²⁺ overload can trigger apoptosis through cytochrome c release. Collectively, these findings suggest that maintaining ionic and protein homeostasis is critical for preserving mitochondrial integrity under heat stress conditions. The combined effects of chaperone proteins, redox enzymes, and mineral cofactors form a complex defense system that mitigates cellular damage and promotes thermotolerance. Figure 2. Mineral modulation of mitochondrial redox homeostasis under heat stress. This diagram illustrates the role of essential minerals (Mg²⁺, Zn²⁺, Ca²⁺, and Fe²⁺) in maintaining mitochondrial stability and antioxidative defense during thermal stress. Heat stress increases reactive oxygen species (ROS) generation, which induces heat shock proteins (HSPs) and activates antioxidative enzymes such as catalase, superoxide dismutase, and glutathione peroxidase. These enzymes depend on metal cofactors for optimal activity. Mineral ions also help preserve mitochondrial membrane potential, support ATP synthesis, and facilitate ROS detoxification, contributing to cellular thermotolerance. Mitochondrial Quality Control and Ion-Dependent Redox Balance under Heat Stress Recent studies highlight that mitochondrial adaptation to heat stress extends beyond protein chaperone activity, involving dynamic coordination between ion homeostasis, redox signaling, and quality control mechanisms. Magnesium and calcium ions act as crucial regulators of mitochondrial bioenergetics and permeability transition pores, maintaining ATP synthesis and preventing depolarization during thermal stress (Fujita et al., 2023; Chen et al., 2024). Zinc «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 87 supplementation has been shown to enhance the activity of antioxidant enzymes such as superoxide dismutase (SOD) and glutathione peroxidase, thereby mitigating mitochondrial oxidative damage under elevated temperatures (Dabravolski et al., 2022; Adam et al., 2024). Similarly, selenium compounds, including selenomethionine, restore mitochondrial membrane integrity and support the expression of selenoproteins involved in redox buffering (Jing et al., 2024). Moreover, mitochondria actively communicate with the heat shock transcription factor HSF1, linking metabolic thermogenesis with cytoprotective gene activation. Kang et al. (2024) demonstrated that enhanced mitochondrial thermogenesis can trigger HSF1 activation, forming a feedback loop that strengthens cellular tolerance to heat. This signaling cascade integrates mitochondrial ROS production with nuclear stress responses, facilitating the expression of HSP70 and HSP90 families essential for proteostasis (Labbadia et al., 2023). Iron metabolism also plays a dual role in this process: while adequate Fe supports electron transport and enzymatic antioxidant defense, its excess promotes ferroptosis and oxidative damage (Ru et al., 2024). Collectively, these findings emphasize that mitochondrial resilience to heat stress is governed by a coordinated network of ionic regulation, redox homeostasis, and inter-organelle signaling. Understanding how these systems converge offers new perspectives for developing strategies to enhance thermotolerance across cell types and organisms. Figure 3. Mitochondrial quality control under heat stress. Magnesium (Mg²⁺) and zinc (Zn²⁺) ions stabilize mitochondrial function and support antioxidant activity, while redox signaling and HSF1 activation coordinate cellular repair and thermotolerance. Mitochondrial–Nuclear Cross-Talk under Heat Stress Emerging evidence indicates that mitochondria actively communicate with the nucleus to coordinate cellular adaptation during heat stress. This bidirectional signaling ensures that mitochondrial dysfunction triggers nuclear gene expression programs that restore proteostasis and redox balance. One of the central mediators of this communication is the heat shock factor 1 (HSF1), which can be activated by mitochondrial-derived signals such as reactive oxygen species Proceedings of the 11th International Scientific Conference 88 (ROS), calcium, and NAD⁺ fluctuaons (Labbadia et al., 2023; Chen et al., 2024). Mitochondrial thermogenesis has also been shown to directly stimulate HSF1 activation, linking metabolic heat production with the induction of heat shock proteins and other cytoprotective factors (Kang et al., 2024). In addition to HSF1, nuclear transcription factors such as NRF2 and PGC-1α respond to mitochondrial redox cues to enhance antioxidant capacity and promote biogenesis of new mitochondria. This ensures replacement of damaged organelles and maintenance of ATP synthesis under sustained stress conditions (Magnani et al., 2020). The interplay between mitochondrial ROS signaling and nuclear transcriptional activity thus represents a key adaptive axis that integrates energy metabolism, antioxidant defense, and protein quality control. By modulating these pathways, cells achieve a dynamic equilibrium between mitochondrial function and nuclear gene regulation, enhancing their overall thermotolerance. Physiological Implications and Cross-Species Adaptation Heat stress affects a wide range of organisms, yet mitochondrial responses exhibit remarkable conservation across species. In mammals, mitochondrial adaptations primarily involve enhanced chaperone activity, activation of antioxidant systems, and regulation of oxygen metabolism. Masuda and colleagues (2021, 2023) demonstrated that myoglobin, traditionally regarded as a cytosolic oxygen-binding protein, can translocate into mitochondria through a TOMindependent pathway. Within the mitochondrial matrix, myoglobin contributes to local oxygen buffering and supports oxidative phosphorylation during thermal stress, suggesting an evolutionarily conserved mechanism for maintaining respiration efficiency under fluctuating temperatures. In contrast, studies in ectothermic species and marine organisms have revealed calciumand calmodulin-dependent activation of heat shock responses that stabilize mitochondrial enzymes and sustain redox homeostasis under high environmental temperatures (Zheng et al., 2022). Similarly, in avian models, dietary zinc and selenium supplementation have been shown to improve mitochondrial stability and energy metabolism under heat exposure (Adam et al., 2024; Jing et al., 2024). These findings collectively indicate that although specific molecular mediators differ between taxa, the fundamental principles of mitochondrial thermotolerance—oxygen management, redox regulation, and proteostasis—are evolutionarily shared. Such cross-species parallels highlight the universality of mitochondrial defense strategies against heat-induced damage and underscore the importance of integrating comparative physiological data to better understand the evolution of cellular stress resilience. «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 89 Figure 4. Cross-species mitochondrial adaptation to heat stress. In mammals, myoglobin facilitates oxygen management within mitochondria (Masuda et al., 2021; 2023); marine organisms rely on Ca²⁺- and calmodulin-dependent heat shock responses (Zheng et al., 2022); while in birds, dietary zinc and selenium enhance mitochondrial stability and antioxidant defense under heat exposure (Adam et al., 2024; Jing et al., 2024). Conclusion and Future Perspecves Mitochondria play a central role in the cellular defense against heat stress, integrang protein chaperone systems, mineral cofactors, and redox signaling to preserve energy metabolism and viability. The collecve evidence discussed in this review highlights a highly coordinated network involving heat shock proteins, metal-dependent anoxidant enzymes, and oxygenregulang molecules such as myoglobin. These components act synergiscally to maintain mitochondrial integrity, minimize oxidave damage, and promote cellular thermotolerance across diverse species. Despite significant progress, several key quesons remain unresolved. The precise molecular mechanisms by which specific ions—parcularly Mg²⁺, Zn²⁺, and Se—modulate mitochondrial proteostasis and redox signaling under acute and chronic heat stress are sll poorly understood. Similarly, the integraon of mitochondrial and nuclear stress responses through factors such as HSF1, NRF2, and PGC-1α requires further clarificaon, parcularly regarding how these pathways are fine-tuned across different cell types and organisms. Future research should focus on advanced imaging and omics-based approaches to map mitochondrial responses at high temporal and spaal resoluon. Comparave studies across taxa could uncover evoluonarily conserved thermoprotecve strategies, while targeted modulaon of mitochondrial signaling pathways may open new possibilies for enhancing heat tolerance in both biomedical and agricultural contexts. Understanding these cross-level interacons will be essenal for developing integrave models of cellular resilience to thermal stress. Proceedings of the 11th International Scientific Conference 96 transcriptional and metabolic states while preserving cellular identity (Lu et al., 2020). This approach has demonstrated reversal of age-related molecular signatures, enhancement of tissue repair after injury, and improved neuroregenerative function in experimental models. Epigenetic rejuvenation appears to operate through restoration of chromatin accessibility patterns, stabilization of mitochondrial dynamics, and reactivation of stress response pathways. However, therapeutic realization requires precise control of reprogramming exposure to avoid dedifferentiation or oncogenic transformation. The temporal window between beneficial rejuvenation and loss of lineage fidelity remains one of the central regulatory challenges in this emerging field. Engineered Cells as Programmable Therapeutic Systems The shift from conceptualizing cells as structural units to viewing them as programmable agents capable of computation, sensing, and response has been fueled by synthetic biology and genome engineering. Engineered immune cells represent the most clinically advanced embodiment of this paradigm. CAR-T therapies illustrate that receptor-guided rewiring of immune recognition can produce robust, durable responses in hematologic malignancies (June et al., 2018). Ongoing innovation aims to extend this paradigm to solid tumors through multi-input logic gates, synNotch systems, metabolic rewiring, and control of hypoxia-responsive signaling. Similarly, engineered βcell replacements seek to achieve closed-loop glucose regulation, while neural progenitors equipped with activity-modulated synaptic integration programs offer prospects for circuitspecific neurorepair. The development of engineered cells intersects with the architecture of tissue niches: transplanted cells must be equipped not only to survive but to interpret and reshape their microenvironment. Strategies include co-delivery of regulatory exosomes, use of biomaterial scaffolds that recursively feedback mechanical cues, and deployment of cells engineered to modulate inflammatory gradients. These systems seek to accomplish regenerative repair by restoring the ecological logic of tissue equilibrium rather than merely replacing lost cell mass. Clinical Big Data, Multi-Omic Modeling, and Digital Twin Dynamics Advances in high-throughput sequencing, spatial proteomics, metabolomics, and digital pathology have generated a data landscape capable of resolving cellular identity and states with unprecedented precision. Computational integration of these datasets enables inference of lineage trajectories, regulatory network architecture, and patient-specific risk signatures (Stuart and Satija, 2019). Machine learning models trained on large-scale clinical records and imaging repositories augment the predictive capacity of multi-omic classifiers, informing diagnosis, outcome stratification, and therapeutic planning (Topol, 2019). The emerging concept of digital twins, computational simulacra that model patient-specific regulatory physiology, offers a theoretical platform for testing regenerative interventions and drug responses before clinical application. Yet, these systems demand rigorous validation, robust causal inference frameworks, and multi-modal data standardization to avoid algorithmic overfitting and clinical bias. Integration and Translational Outlook The convergence of stem cell engineering, exosome biology, aging research, and computational modeling suggests a future in which regenerative medicine operates not through replacement of damaged structures but through restoration of the dynamic regulation that sustains tissue integrity. Realization of this paradigm will require progress in manufacturing precision, regulatory architecture, immune compatibility, and personalized intervention timing. The complexity of these challenges underscores the necessity of integrated research spanning molecular biology, bioengineering, clinical medicine, and computational systems science. The following sections will detail the methodological frameworks, experimental models, data analytics strategies, and clinical translation pathways underlying this emerging therapeutic landscape. «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 97 MATERIALS AND METHODS Cell Lines and Culture Conditions Human induced pluripotent stem cells (hiPSCs) were maintained under feeder-free conditions on vitronectin-coated culture surfaces using Essential 8 medium (Thermo Fisher Scientific), with medium exchanged every 24 hours. For mesenchymal stromal cell (MSC) assays, primary human bone marrow–derived MSCs were expanded in α-MEM supplemented with 10% fetal bovine serum, 1% glutamine, and 1% penicillin-streptomycin. Cells were routinely tested for mycoplasma contamination and used at passages 3–7. Directed Differentiation Protocols To generate neural progenitor cells, hiPSCs were exposed to dual-SMAD inhibition using 10 µM SB431542 and 200 nM LDN193189 for 7 days, followed by expansion in neurobasal medium containing B27 supplement, BDNF (20 ng/mL), and GDNF (50 ng/mL). Cardiomyocyte differentiation was achieved using Wnt pathway modulation with CHIR99021 (8 µM, day 0–1) and IWP2 (5 µM, day 3–5), followed by lactate purification to enrich contractile cell populations. Exosome Isolation and Characterization Conditioned medium was collected from MSC cultures at 70–80% confluence. Exosomes were isolated using differential ultracentrifugation (300 × g 10 min; 2000 × g 20 min; 10,000 × g 30 min; 100,000 × g 70 min). Vesicle pellets were washed in PBS and quantified using nanoparticle tracking analysis. Protein content was assessed using Bradford assays and Western blot detection of CD63, CD81, and TSG101. Senescence Induction and Senolytic Treatment Senescence was induced by exposure to 10 Gy ionizing radiation followed by 10 days of recovery. Cellular senescence was confirmed by SA-β-gal staining and upregulation of p16^INK4a. Navitoclax (1 µM) or vehicle was applied for 48 hours to evaluate senolytic sensitivity. Transcriptomic and Epigenomic Profiling Total RNA was extracted using TRIzol reagent and purified via column-based kits. RNA sequencing libraries were prepared with polyA selection and sequenced on Illumina NovaSeq platforms (paired-end 150 bp). DNA methylation profiling was performed using Infinium MethylationEPIC arrays. Data processing followed standard FastQC, STAR alignment, DESeq2 differential expression, and SeSAMe normalization pipelines. Statistical Analysis Data analysis frameworks were pre-registered using Jupyter notebooks and RMarkdown environments. Significance thresholds were set at adjusted p < 0.05 using Benjamini-Hochberg correction where applicable. Functional enrichment analysis used GO, KEGG, and Reactome databases. Proceedings of the 11th International Scientific Conference 98 Figure 1. Characterization of Stem Cell-Derived Cell Populations and Exosomes Human induced pluripotent stem cells were successfully maintained under feeder-free conditions and exhibited morphological characteristics consistent with an undifferentiated pluripotent state. Phase-contrast imaging revealed high nucleus-to-cytoplasm ratios, compact colony organization, and defined colony borders. Immunofluorescence staining confirmed strong expression of pluripotency-associated markers OCT4, SOX2, and NANOG, with negligible expression of early lineage markers, indicating maintenance of an undifferentiated state. Upon induction of lineage specification, hiPSCs underwent reproducible differentiation into neural progenitor cells (NPCs), mesenchymal stromal cells (MSCs), and cardiomyocytes (CMs). NPC differentiation yielded elongated, bipolar morphologies consistent with radial glial lineage intermediates. MSC differentiation resulted in spindle-shaped, fibroblast-like cells with uniform surface marker expression of CD73, CD90, and CD105 and absence of hematopoietic markers CD34 and CD45. Cardiomyocyte differentiation produced synchronized contractile networks, and immunostaining confirmed expression of cardiac troponin T and α-actinin arranged in striated sarcomeric patterns. These morphological and molecular signatures were reproducible across differentiations, demonstrating protocol robustness. Exosomes isolated from MSC cultures displayed a size distribution consistent with canonical exosome populations. Nanoparticle tracking analysis revealed a dominant peak in the 80–120 nm range, with particle uniformity indicative of a homogeneous vesicle fraction. Transmission electron microscopy showed round, membrane-enclosed vesicles with characteristic cup-shaped «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 99 morphology. Western blot analysis confirmed enrichment of CD63, CD81, and TSG101, while calnexin was absent, confirming minimal contamination by intracellular compartments. Figure 2. Reversal of Aging-Associated Transcriptional States Following Rejuvenation Treatment To assess transcriptional shifts associated with aging and subsequent rejuvenation interventions, we performed global gene expression profiling and dimensionality reduction analysis. Visualization of the transcriptomic landscape demonstrated that young-like, aged, and rejuvenated cell populations occupy distinct regions in state space. Young-like samples clustered tightly, reflecting stable, coordinated transcriptional programs associated with high metabolic flexibility and preserved chromatin accessibility. In contrast, aged samples formed a separate cluster characterized by increased variation and dispersion, consistent with transcriptomic drift and loss of regulatory coherence typically observed in senescent and chronically stressed cells. Following partial rejuvenation treatment, the transcriptomic profiles shifted away from the aged cluster and toward the youthful state, indicating partial restoration of coordinated gene expression architecture. This repositioning in reduced dimensional space suggests reversal of agingassociated transcriptional signatures rather than emergence of a novel intermediate phenotype. To determine the molecular pathways underlying these state transitions, we conducted functional enrichment analysis. The rejuvenated cell group exhibited increased activity in pathways associated with chromatin remodeling, DNA repair coordination, and regulated re-entry into proliferative cycles. These pathways are known to contribute to cellular youthfulness and regenerative responsiveness. Conversely, pathways related to inflammatory signaling and mitochondrial dysfunction were reduced following intervention. Such pathways have been implicated in the propagation of senescence-associated phenotypes and metabolic fragility. The observed functional shifts therefore indicate that the rejuvenation treatment not only modified gene expression output but also restructured regulatory and metabolic networks in a direction converging toward a youthful physiological profile. Together, these findings show that age-associated transcriptional disorganization can be at least partially reversed through epigenetic and signaling-based interventions. The differential positioning of cellular states in transcriptomic space and the associated pathway enrichment profile support the conclusion that rejuvenation strategies can restore core regulatory programs that underlie regenerative competence and metabolic homeostasis. Proceedings of the 11th International Scientific Conference 100 Figure 3. Epigenetic Rejuvenation Reduces Senescence-Associated Cellular Aging Markers Relative epigenetic age scores, p16INK4a expression levels, and SASP pathway activation were compared among young-like, aged, and rejuvenated cell populations. Aged cells exhibited a pronounced increase in epigenetic clock age measurements, consistent with established DNA methylation–based indicators of biological aging. This increase was accompanied by elevated expression of the senescence-associated cyclin-dependent kinase inhibitor p16INK4a and enhanced activation of the SASP inflammatory signaling program, reflecting transcriptional and secretory profiles typical of senescent cell states. Following the rejuvenation intervention, all three parameters showed partial reversal toward youthful reference values. The epigenetic clock score shifted downward, indicating a restoration of genomic regulatory patterns associated with reduced biological age. p16INK4a expression similarly declined, suggesting a decrease in senescent cell burden. Additionally, the SASP pathway score was reduced, indicating attenuation of the pro-inflammatory and tissue-degrading signaling environment characteristic of aging cells. Error bars represent small biological replicate variation, and statistical significance was observed between young-like and aged groups (p < 0.001) and between aged and rejuvenated groups (p < 0.01). Overall, the data indicate that the rejuvenation treatment is sufficient to mitigate key molecular hallmarks of cellular aging by restoring epigenetic homeostasis, reducing senescence marker expression, and dampening inflammatory pathway activation. These findings demonstrate that the intervention exerts coordinated effects across multiple regulatory layers that collectively support a transition toward a more youthful cell state. Figure 4. Restoration of Mitochondrial Function and Reduction of Oxidative Stress Following Rejuvenation Treatment Mitochondrial respiration, cellular energy production, and oxidative stress levels were compared across young-like, aged, and rejuvenated cell populations. Aged cells exhibited a pronounced decline in mitochondrial oxygen consumption rate (OCR), consistent with impaired respiratory chain efficiency and reduced capacity for oxidative phosphorylation. Correspondingly, ATP production levels were substantially reduced in the aged state, indicating diminished bioenergetic «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 101 output. In parallel, aged cells demonstrated markedly elevated reactive oxygen species (ROS) levels, reflecting oxidative stress accumulation and mitochondrial dysfunction that contribute to senescence-associated cellular decline. Following rejuvenation intervention, both OCR and ATP production increased significantly relative to aged cells, approaching levels observed in young-like controls. This increase indicates restoration of mitochondrial metabolic competence. In contrast, ROS levels showed a substantial reduction after treatment, demonstrating attenuation of oxidative stress and improved redox homeostasis. Error bars indicate minimal biological variation among replicates, and statistical comparisons confirmed highly significant differences between young-like and aged groups (p < 0.001), as well as significant recovery from aged to rejuvenated conditions (p < 0.01). These findings show that rejuvenation treatment not only reverses molecular markers of aging but actively restores mitochondrial function and reduces oxidative damage. The coordinated improvement in respiration capacity, ATP production, and ROS balance supports the conclusion that metabolic bioenergetics and cellular redox regulation are central effectors of the rejuvenation response and key indicators of restored cellular vitality. Figure 5. Rejuvenation Enhances Proliferation, Reduces Apoptosis, and Suppresses IL-6 SASP Signaling Cellular proliferation, apoptosis, and inflammatory cytokine secretion were quantified across young-like, aged, and rejuvenated cell states. Aged cells demonstrated a marked decrease in proliferation, measured by EdU incorporation, alongside a significant increase in Annexin V– positive apoptotic signaling. Additionally, IL-6 secretion, a central component of the SASP inflammatory cascade, was strongly elevated in aged cells, reflecting heightened senescenceassociated degenerative signaling. Following rejuvenation treatment, proliferation increased significantly relative to aged cells, approaching youthful reference levels, while apoptotic frequency decreased, indicating restoration of survival resilience. IL-6 secretion was also substantially reduced in rejuvenated cells compared to aged counterparts, suggesting broad suppression of pro-inflammatory SASP signaling and improved tissue-supportive secretory phenotype. Error bars reflect minimal biological variability, and statistical comparison yielded highly significant differences between young-like and aged states (p < 0.001) as well as meaningful recovery between aged and rejuvenated states (p < 0.01). These results demonstrate that rejuvenation not only alters epigenetic and metabolic regulatory states but also functionally improves cellular fitness, enhancing proliferation while reducing apoptosis and inflammatory cytokine output. This coordinated shift indicates reactivation of repair and regeneration capacity and reduction of senescence-associated signaling burden. Proceedings of the 11th International Scientific Conference 102 Figure 6 Restoration of Cellular Morphology and Cytoskeletal Organization Following Rejuvenation Treatment Quantitative morphological analysis was performed to evaluate cellular structural changes associated with aging and subsequent rejuvenation. Aged cells exhibited a marked increase in mean cell area, consistent with hypertrophic enlargement commonly observed in senescent phenotypes. Circularity measurements demonstrated a pronounced loss of cytoskeletal organization in aged cells, reflected by more irregular cell boundaries and reduced structural coherence. Additionally, aged cells showed diminished branching and process extension, indicating impaired capacity for dynamic cytoskeletal remodeling. Rejuvenated cells displayed clear improvements across all morphological parameters. Cell area decreased toward youthful dimensions, indicating reversal of senescence-associated hypertrophy. Circularity values increased, reflecting the re-establishment of organized cytoskeletal architecture. Branching index measurements showed substantial restoration of cellular structural adaptability, approaching values measured in young-like cells. Error bars represent minimal replicate variation, and statistical comparisons confirmed strong differences between young-like and aged groups (p < 0.001), as well as significant recovery in rejuvenated cells relative to aged controls (p < 0.01). These morphological improvements demonstrate that rejuvenation treatment restores essential cytoskeletal and structural features associated with youthful cellular function, supporting enhanced motility, interaction capacity, and tissue-level integration potential. «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 103 Figure 7 Pathway-Level Reversal of Aging-Associated Transcriptional Programs Following Rejuvenation To resolve regulatory mechanisms underlying the observed phenotypic and metabolic improvements, pathway-level enrichment analysis was performed across young-like, aged, and rejuvenated cell states. Aged cells exhibited marked downregulation of mitochondrial biogenesis, oxidative phosphorylation, autophagy/mitophagy regulation, and DNA repair pathways, consistent with established signatures of mitochondrial decline, genomic instability, and metabolic inflexibility associated with cellular aging. Concurrently, aged cells showed strong upregulation of inflammatory NF-κB signaling, SASP secretory networks, and extracellular matrix remodeling pathways linked to fibrosis and tissue degeneration. Rejuvenated cells demonstrated coordinated restoration across multiple regulatory axes. Mitochondrial biogenesis, oxidative phosphorylation, autophagy, and DNA damage maintenance pathways were activated toward youthful levels, reflecting recovery of bioenergetic efficiency and genome maintenance. Conversely, inflammatory signaling and SASP pathways were significantly reduced relative to aged controls, indicating suppression of senescence-associated degenerative signaling. Stemness and self-renewal regulatory pathways also increased in rejuvenated cells, supporting renewed regenerative competence. These coordinated pathway shifts confirm that the rejuvenation intervention acts not merely on isolated molecular markers but on deep regulatory networks controlling metabolism, inflammation, genomic stability, and cellular identity. DISCUSSION The findings of this study demonstrate that the convergence of epigenetic rejuvenation, metabolic restoration, and modulation of inflammatory signaling can collectively reverse multiple hallmarks of cellular aging. This integrated improvement extends across transcriptional regulation, mitochondrial function, cellular morphology, and secretory phenotype, suggesting that aging is Proceedings of the 11th International Scientific Conference 104 not a fixed, irreversible endpoint of cellular development, but rather a dynamic and malleable state influenced by regulatory networks deeply embedded within chromatin structure, metabolic circuitry, and extracellular communication systems. These results align with emerging evidence that biological age, distinct from chronological age, can be shifted in response to targeted molecular interventions that modulate epigenetic plasticity and systemic signaling (López-Otín et al., 2013; Kennedy et al., 2014). Notably, the observed reversal of epigenetic clock signatures and reduction in p16INK4a expression are consistent with recent studies demonstrating that partial reprogramming using Yamanaka factor–based strategies can restore youthful patterns of gene expression without inducing dedifferentiation or tumorigenic transformation, provided that the exposure is limited and controlled (Lu et al., 2020). The restoration of mitochondrial respiration and ATP production observed here further supports the concept that metabolic decline during aging is not solely a result of irreversible organellar failure but can be reactivated through transcriptional and signaling-based rejuvenation strategies that stabilize mitochondrial dynamics and biogenesis pathways (Sun et al., 2016). The concurrent decrease in reactive oxygen species suggests that the restoration of mitochondrial performance directly contributes to improved redox homeostasis and mitigation of oxidative stress signaling, both of which are central drivers of senescence and tissue degeneration (Finkel and Holbrook, 2000). The suppression of SASP-associated cytokine production and attenuation of NF-κB–driven inflammatory signaling indicate that rejuvenation operates not only at the level of intrinsic cellular repair programs but also through modulation of the extracellular signaling landscape. This is particularly significant because SASP factors propagate inflammatory deterioration across tissues, creating feed-forward loops that reinforce aging phenotypes even in cells not yet senescent (Campisi, 2013). Reduction of SASP components, such as IL-6, may therefore provide a mechanistic explanation for the observed improvements in morphological organization, cytoskeletal integrity, and proliferation capacity in rejuvenated cells, as inflammatory secretory pressure is a known driver of cytoskeletal destabilization and impaired regenerative responsiveness (van Deursen, 2014). Together, these results support a model in which aging arises from the synergistic disruption of epigenetic regulation, mitochondrial homeostasis, and inflammatory signaling networks, and in which targeted restoration of these systems can re-establish youthful cellular identity and function. The implications of this model extend to tissue repair, degenerative disease treatment, and potentially organismal lifespan regulation. Integration of Epigenetic, Metabolic, and Inflammatory Axes in Cellular Aging Aging is characterized by progressive loss of cellular function resulting from the cumulative interaction of genomic instability, metabolic exhaustion, epigenetic drift, and chronic inflammatory signaling. The results of this study demonstrate that these hallmarks are not independent endpoints but interconnected regulatory networks that shape the maintenance of cellular identity and regenerative potential. The observed reversal of epigenetic age signatures, restoration of mitochondrial activity, reduction of oxidative stress, and suppression of SASPassociated inflammatory factors collectively support the concept that aging is modifiable through coordinated multi-axis intervention. This aligns with recent evidence suggesting that biological age is plastic and can be reprogrammed under specific molecular conditions (López-Otín et al., 2013; Kennedy et al., 2014). The ability to partially reverse epigenetic aging markers without inducing loss of cell identity corroborates findings that carefully controlled expression of reprogramming factors can restore youthful chromatin accessibility landscapes and transcriptional profiles (Lu et al., 2020). The reduction in p16INK4a levels observed following rejuvenation further supports restoration of cell cycle regulatory programs, consistent with reduced senescence burden and improved «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 105 proliferative capacity (Sharpless and Sherr, 2015). Together, these changes indicate that epigenetic remodeling operates upstream of phenotypic rejuvenation, serving as a regulatory entry point through which metabolic and structural improvements are achieved. Restoration of Mitochondrial Bioenergetics and Redox Homeostasis Mitochondrial dysfunction is a central hallmark of aging, contributing to reduced oxidative phosphorylation efficiency, accumulation of reactive oxygen species, impaired mitophagy, and metabolic inflexibility (Sun et al., 2016). The rejuvenation-induced increase in oxygen consumption rate and ATP production observed in this study indicates a functional recovery of mitochondrial respiratory competence. This suggests reactivation of pathways governing mitochondrial biogenesis, electron transport chain integrity, and metabolic substrate utilization. The reduction in ROS further implies restored antioxidant defense systems and improved mitochondrial turnover, preventing oxidative damage propagation (Finkel and Holbrook, 2000). The parallel increase in autophagy and mitophagy pathway enrichment supports the view that rejuvenation promotes removal of damaged organelles and renewal of mitochondrial networks, consistent with findings showing that upregulation of mitophagy is necessary for sustained cellular youthfulness (Pickrell and Youle, 2015). Restoration of mitochondrial homeostasis likely contributes to improved structural integrity and enhanced cellular resilience, reinforcing the link between metabolic recovery and morphological rejuvenation. Suppression of SASP and Inflammatory Signaling Networks A defining feature of senescent cells is the SASP, a pro-inflammatory and tissue-disrupting secretory phenotype driven in large part by NF-κB regulatory signaling (Campisi, 2013). SASP factors propagate degeneration by inducing paracrine senescence in neighboring cells, degrading extracellular matrix quality, and impairing stem cell regenerative capacity (van Deursen, 2014). The observed decrease in IL-6 and other SASP-associated signals following rejuvenation indicates successful disruption of senescence-associated inflammatory loops and reestablishment of a lownoise signaling environment more conducive to tissue repair and structural stability. This suppression of SASP signaling likely underlies the improvements observed in cytoskeletal organization, cellular circularity, and branching behavior. Chronic inflammatory pressure is known to destabilize cytoskeletal networks and reduce actin remodeling capacity, contributing to the flattened, hypertrophic morphology characteristic of aged cells (McHugh and Gil, 2018). Rejuvenation appears to restore cytoskeletal dynamics, enabling the reemergence of morphological phenotypes associated with youthful elasticity and motility. Reinstatement of Regenerative Competence and Self-Renewal Capacity The upregulation of pathways associated with stemness and cell renewal in rejuvenated cells suggests a return to regenerative competency. Aging reduces self-renewal through cumulative epigenetic silencing of lineage plasticity networks, mitochondrial decline, and chronic inflammatory suppression (Goodell and Rando, 2015). The observed transcriptional shift toward youthful regulatory programs indicates that rejuvenation can reestablish the capacity for adaptive regeneration, a key requirement for tissue repair and functional recovery. System-Level Implications for Tissue and Organ Regeneration The coordinated restoration of epigenetic regulation, mitochondrial bioenergetics, and inflammatory signaling has broader implications beyond the cellular level. Tissue regeneration is an emergent property that arises from interactions among cells, extracellular matrix components, vascular supply, immune cells, and mechanical forces. Aging disrupts these interactions, not only through intrinsic cellular decline but through systemic feedback loops that reinforce degenerative states (Conboy et al., 2005). The findings of this study suggest that rejuvenation shifts the operating state of cells back to a regime in which they can effectively participate in tissue maintenance, remodeling, and repair. This is consistent with studies showing that restoring Proceedings of the 11th International Scientific Conference 112 Çaylardakı balıqlar və digər canlılar da çay sularının qidalanmasına öz töhfələrini verir. Balıqlar çay ekosistemində mikroorqanizmləri və daha kiçik orqanizmləri qidalandıran, suyu zənginləşdirən və ümumi qida şəbəkəsini dəstəkləyən üzvi materialla zəngin olan tullantıları ifraz edir. Çay yatağında tapılan çöküntülər və minerallar özləri çayların qidalanmasına kömək edir. Çaylar dağlıq və qayalıq ərazilərdən keçərkən su bitkiləri və orqanizmlərinin inkişafı üçün zəruri olan kalsium, maqnezium, dəmir və kalium kimi mineralları götürürlər. Minerallarla zəngin olan bu su yosun və planktondan tutmuş balıqlara və digər çay orqanizmlərinə qədər su qida zəncirini təşkil edir. Məsələn, Kür və Araz çaylarındakı minerallar həm ekosistem, həm də yerli balıqçılıq sənayesi üçün həyati əhəmiyyət kəsb edən su bitkilərinin böyüməsini və balıq növlərinin çoxalmasını dəstəkləyir. Ümumilikdə çayları qidalandıran əsas mənbələri aşağıdakı kimi qruplaşdırmaq olar: 1. Dağ bulaqları. Azərbaycanın bir çox çayları, xüsusən də ölkənin cənub və qərb bölgələrindəki çaylar dağ bulaqları ilə qidalanır. Lənkəran, Astara və Quba kimi rayonların dağlıq əraziləri çayları şirin və təmiz su ilə təmin edən çoxsaylı bulaqları ilə tanınır. Bu bulaqlar adətən məsaməli qaya birləşmələrindən axan, aşağı hündürlüklərdə yaranan və çaylara tökülən yeraltı su ehtiyatlarından qaynaqlanır. Həmçinin, Talış dağları bölgədəki bir neçə çayı qidalandıran bol bulaqları ilə tanınır. Bu bulaqlar çayların mineral tərkibinə töhfə verir ki, bu da yerli ekosistemlər üçün faydalıdır. 2. Qar əriməsi. Yaz mövsümündə Azərbaycanın Qafqaz dağlarının və Talış dağlarının yüksəkliklərindən əriyən qar çaylar üçün əhəmiyyətli su mənbəyini təmin edir. Qışda qar yığıldıqca, isti aylarda tədricən əriyir və bir çox çaylarda su axınına kömək edir. Azərbaycanın müxtəlif bölgələrindən axan Kür və Araz kimi əsas çaylar, onların yuxarı axınlarındakı qar əriməsindən öz su ehtiyatlarını təmin edirlər. 3. Yağışlar və mövsümi daşqınlar. Yağışlar xüsusilə rütubətli subtropik iqlimə malik Azərbaycanın cənub və şərq rayonlarında çaylar üçün həlledici su mənbəyidir. Qış və yaz mövsümlərində müntəzəm yağıntılar çayları doldurur bu da həmi çayların qurumasının qarşısını alır, eyni zamanda kənd təsərrüfatında əkin yerlərinin suvarılmasında böyük əhəmiyyət kəsb edir. Xüsusilə yaz aylarında güclü yağışlar səbəbindən çaylarda tez-tez mövsümi daşqınlar yaranır. Bu daşqın çay ekosistemlərini qidalandırmağa kömək edən üzvi material və qida maddələri ilə birlikdə əlavə su da gətirir. 4. Yeraltı sular. Azərbaycan çayları həm də yeraltı su ehtiyatları və ya sulu təbəqələrdən qidalanır ki, bu da çayları yerin altından su ilə təmin edir. Bu yeraltı su mənbələri çox vaxt təbii bulaqlar və ya çay yatağı boyunca sızma yolu ilə çaylara tökülür. Gəncə, Lənkəran və Astara bölgəsinin yeraltı suları quraqlıq dövrlərdə kənd təsərrüfatının suvarılmasında və çay axınının saxlanmasında mühüm rol oynayır. 5. Ərimiş buzlaq suları (yüksək hündürlüklərdə). Azərbaycanın bəzi ən yüksək rayonlarında, xüsusən də Böyük Qafqaz dağlarında buzlaqların ərimiş suları yay aylarında çayların axınına kömək edir. Bu buzların əriməsi ilə tədricən çaylara buraxılan böyük miqdarda su isti fəsillərdə də çayların su təchizatını təmin edir. «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 113 İqlim dəyişkənliyinin çay mənbələrinə təsiri Azərbaycanda çayların axınında və qidalanmasında iqlim mühüm rol oynayır. Ölkəmizdəki müxtəlif iqlim qurşaqları yağış, buxarlanma və temperaturun dəyişməsi ilə çaylara daxil olan suyun miqdarına təsir göstərir. İqlimi daha mülayim və rütubətli olan Lənkəran və Astara kimi rayonlarda ilboyu güclü yağıntılar çayları doldurur. Bu ərazilərdəki çaylar müntəzəm olaraq yağışlarla qidalanır ki, bu da suyun səviyyəsini və keyfiyyətini qorumağa kömək edir. Bunun əksinə olaraq, Kür çayı hövzəsi kimi ərazilərdə temperatur dəyişiklikləri və daha az yağıntılar səbəbindən suyun səviyyəsində daha çox mövsümi dəyişikliklər müşahidə olunur. Bununla belə, Qafqaz dağlarından gələn qar əriməsi və yaz yağışları hələ də quraqlıq dövründə suyun həcminin artırılmasında mühüm rol oynayır. İqlim dəyişikliyi Azərbaycanda kənd təsərrüfatı fəaliyyətinə və su idarəçiliyinə təsir göstərir ki, bu da çayların qidalanması və axınının monitorinqini həyata keçirməyi və idarə olunmasını daha vacib edir. Kənd təsərüfatının və bəndlərin su mənbələrinə təsiri Azərbaycan ərazilərində kənd təsərrüfatı üstünlük təşkil edən fəaliyyət növüdür və torpaqdan istifadə üsulu çayların qidalanma mənbələrinə təsir göstərir. Rayonlarda kənd təsərrüfatı məhsulları, xüsusilə pambıqçılıq, meyvə-tərəvəz və taxılçılıqla geniş yayılmışdır. Kənd təsərrüfatında istifadə olunan gübrə və kimyəvi maddələr çaylara həm müsbət, həm də mənfi təsir göstərə bilər. Çaylarda su axınının saxlanmasında və idarə olunmasında insan fəaliyyətinin də rolu çoxdur. Kənd təsərrüfatı məqsədləri üçün tikilmiş suvarma sistemləri, su kanalları və bəndlər xüsusilə quraqlıq dövründə çayları qidalandıra bilər. Bu sistemlər kənd təsərrüfatı torpaqlarının suvarılması üçün çaylardan və dərələrdən suyun başqa istiqamətə yönəldilməsi üçün nəzərdə tutulub, eyni zamanda çayların ümumi su balansını idarə etməyə kömək edir. Kür-Araz ovalığında pambıq və digər bitkilərin suvarılması üçün qurulmuş geniş suvarma sistemləri bu çaylarda su balansını təmin edir. Lakin bəzən bu sistemlər çayların müəyyən hissələrində suyun təbii axınını azalda bilr. Üzvi əkinçilik ekoloji cəhətdən zərərli gübrələrin davamlı kənd təsərrüfatında istifadəsi və çaylara axıdılmasının minimuma endirilməsinə kömək ola bilər. Bu da öz növbəsində suyun keyfiyyətini qorumağa və çayların həm su həyatı, həm də insan istehlakı üçün qida ilə zəngin qalmasını təmin edir. Azərbaycanın bəzi rayonlarında kənd təsərrüfatı, enerji istehsalı və suvarma üçün su axınını tənzimləmək məqsədilə bəndlər və su elektrik stansiyaları tikilmişdir. Bəndlər bəzən təbii su axınını pozsa da, xüsusilə quraqlıq mövsümlərdə çayları qidalandıran su mənbələri kimi xidmət edə bilər. Kür kimi çaylar üzərindəki bəndlərlə çayın axınını tənzimləməyə kömək edir, suyun aşağı axar rayonlarda kənd təsərrüfatı və sənaye istifadəsi üçün mövcud olmasını təmin edir. Bu bəndlər suyun səviyyəsinin mövsümi dəyişmələrini idarə etməyə kömək edir. Bununla belə, ekoloji tarazlığı diqqətlə idarə etmək lazımdır, çünki həddindən artıq çöküntü və ya qida maddələrinin ifrazı Proceedings of the 11th International Scientific Conference 114 (məsələn, azot və fosfor) oksigenin tükənməsinə və suda yaşayan canlıların ölümünə səbəb ola bilər. Azərbaycanın işğaldan azad edilmiş ərazilərin su hövzələri Azərbaycanın, xüsusən də işğaldan azad edilmiş ərazilərdəki çaylar ilk növbədə təbii mənbələrdən, o cümlədən dağ bulaqları, yağıntılar, qar əriməsi və yeraltı su ehtiyatları ilə qidalanır. Bu ərazilərdəki çaylar təbii proseslər və insan fəaliyyətinin birləşməsindən qidalanan mürəkkəb sistemlərdir. Onlar dağ bulaqları, qar əriməsi, yağıntılar, yeraltı su qatları və qolları ilə qidalanır və hamısı birlikdə su təchizatının davamlı olmasını təmin edir. Azərbaycanın işğaldan azad edilmiş ərazilərindəki su hövzələri çayların qidalanmasında mühüm rol oynayan müxtəlif ekosistemlərlə, o cümlədən meşələr, çəmənliklər və bataqlıqlarla zəngindir. Məsələn, Kür çayının su hövzələri genişdir və dağ yamaclarından düzənliklərə qədər müxtəlif landşaftları əhatə edir. Bu su hövzələrindəki meşələr və bitki örtüyü torpaq eroziyasının qarşısını almaqla və çirkləndiriciləri süzməklə suyun keyfiyyətini qorumağa kömək edir. Su hövzəsinin sağlamlığı çay suyunun axınına və keyfiyyətinə birbaşa təsir göstərir. Meşələrin qırılması, həddən artıq otlaq sahələri kimi istifadə olunması çayda çöküntülərin artmasına və çirklənməyə səbəb ola bilər ki, bu da suyun ümumi qida dəyərini azaldır. Azərbaycanın işğaldan azad edilmiş rayonlarında çay hövzəsinin idarə edilməsi su axını və qida maddələrinin səviyyəsini saxlamaq üçün vacibdir. Meşələrin bərpası, torpağın mühafizəsi və bataqlıq ərazilərin qorunması kimi davamlı təcrübələrə diqqət yetirməklə gələcək nəsillər üçün çayların qorunmasına və qidalanmasına kömək ola bilər. Nəticə Çayların qidalanma mənbələrini başa düşmək və idarə etmək üçün ətraf ekosistemlərin və onlardan asılı olan səbəblərin aradan qaldırılması çox vacibdir. Təbiəti mühafizəni məsuliyyətli su idarəçiliyi ilə birləşdirməklə Azərbaycan öz çaylarını və onların qida mənbələrini gələcək nəsillər üçün qoruya bilər. Azərbaycan çaylarının axın və keyfiyyətinin qorunması üçün onu qida mənbəlirinin araşdırılması mühüm əhəmiyyət kəsb edir. İşğaldan azad olunmuş ərazilərin çaylarının qida mənbələrini mühafizə etmək və mütəmadi monitorinqlərinin aparılması vacib şərtdir. İstifadə edilmiş ədəbiyyat 1. В. Н. Михайлов, С. А. Добролюбов, ГИДРОЛОГИЯ 2. Maqbet Məmmədov, Azərbaycanın Hidroqrafiyası 3. H.Q.Aslanov, Kürün Aşağı Axarının Ekocoğrafi Problemləri 4. https://azerbaijan.az/en/related-information/29 5. Ibrahim Mammadzadeh, Wather Resources Management In The Republic Of Azerbaijan «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 115 The relief of Azerbaijan’s liberated lands and its economic potential Mammadov Oktay Elnur BSU, Faculty of Geography, Geomatics student Summary. This paper provides a comprehensive scienfic analysis of the relief features, geomorphological structure, natural resources, and economic significance of Azerbaijan’s liberated territories. The landscapes of the Karabakh and East Zangezur regions are highly diverse and complex, consisng of mountainous, foothill, and lowland zones that together shape the distribuon of soils, water resources, vegetaon, and climac paerns.The study demonstrates that the relief plays a decisive role not only in the formaon of natural landscapes but also in agricultural development, hydroenergy producon, tourism, and infrastructure planning. The diversity of the terrain determines regional economic acvies: mountain areas favor pastoralism and mountain tourism, foothill zones are suitable for horculture and beekeeping, while lowlands support intensive agriculture and industry. Furthermore, the research highlights the importance of prevenve measures against geomorphological hazards such as erosion, landslides, and floods. Overall, understanding and managing the relief and natural processes scienfically is a key prerequisite for achieving sustainable development and ecological stability in Azerbaijan’s liberated lands. Keywords: relief, geomorphology, Karabakh, East Zangezur, mountain regions, natural resources, agriculture, ecotourism. Azərbaycanın işğaldan azad edilmiş ərazilərinin relyefi və onun iqsadi potensialı Məmmədov Oktay Elnur BDU, Coğrafiya fakultəsi, Geomaka tələbəsi Xülasə.Bu məqalədə Azərbaycanın işğaldan azad edilmiş ərazilərinin relyef xüsusiyyətləri, geomorfoloji quruluşu, təbii sərvətləri və iqsadi əhəmiyyə elmi əsaslarla təhlil olunmuşdur. Qarabağ və Şərqi Zəngəzur bölgələrinin relyefi çoxşaxəli və mürəkkəb quruluşa malikdir. Dağlıq, dağətəyi və düzənlik sahələrin bir-birini tamamlaması təbii sistemlərin, torpaq və su ehyatlarının, bitki örtüyü və iqlim şərainin formalaşmasında mühüm rol oynayır. Araşdırma nəcəsində müəyyən edilmişdir ki, bu ərazilərdə relyef həm təbii landşaların formalaşmasına, həm də kənd təsərrüfa, hidroenerji, turizm və infrastrukturun inkişana birbaşa təsir göstərir. Relyefin müxtəlifliyi iqsadi fəaliyyən isqamətlərini müəyyən edir: dağlıq zonalarda yaylaq maldarlığı və dağ turizmi, dağətəyi zonalarda bağçılıq və arıçılıq, düzənlik sahələrdə isə əkinçilik və sənaye fəaliyyətləri üstünlük təşkil edir. Məqalədə həmçinin torpaq eroziyası, sürüşmə və sel hadisələri kimi geomorfoloji təhlükələrə qarşı profilakk tədbirlərin əhəmiyyə vurğulanmışdır. Bu tədqiqan nəcələri göstərir ki, relyefin düzgün öyrənilməsi və təbii proseslərin elmi əsaslarla idarə olunması işğaldan azad edilmiş ərazilərdə dayanıqlı inkişan təmin edilməsində əsas şərtlərdən biridir. Açar sözlər: relyef, geomorfologiya, Qarabağ, Şərqi Zəngəzur, dağlıq ərazilər, təbii ehyatlar, kənd təsərrüfa, ekoturizm. Giriş. Azərbaycanın coğrafiyası zəngin relyefi, dağları, dərələri, vadiləri və düzənlikləri ilə fərqlənir. Ölkənin 12 iqsadi-coğrafi rayonundan Qarabağ və Şərqi Zəngəzur uzun illər işğal alnda qalmış və Proceedings of the 11th International Scientific Conference 116 yalnız 2020-ci ildə torpaqların azad olunması ilə yenidən tədqiqat və inkişaf üçün açılmışdır.Relyef yer səthinin müxtəlif formalarını yəni dağlar, dərələr, vadilər, düzənliklər və çökəklikləri əhatə edir. Bu formalar tektonik hərəkətlər, vulkanizm, eroziya və torpaq yığılması nəcəsində formalaşır və insan fəaliyyənə birbaşa təsir göstərir.İşğaldan azad edilmiş ərazilər həm Kiçik Qafqaz dağ silsiləsini, həm də Araz çayı boyunca uzanan aşağı düzənlikləri əhatə edir. Bu bölgələrin relyefi torpaq növlərinin yaranmasına, bitki örtüyünün formalaşmasına, su resurslarının bölünməsinə və kənd təsərrüfa imkanlarına böyük təsir göstərir. Məqalənin məqsədi işğaldan azad edilmiş rayonların relyefini elmi baxımdan təhlil etmək, onların ekologiya və iqsadiyyat baxımından əhəmiyyəni göstərmək, həmçinin bərpa və inkişaf planlarında relyefin rolunu vurğulamaqdır. Ümumi geomorfoloji xüsusiyyətlər. Azad edilmiş rayonlar əsasən Kiçik Qafqazın cənub-şərq hissəsində yerləşir. Burada relyef yüksək dağlar, dərin dərələr, vadilər və düzənliklərdən ibarətdir. Hündürlük fərqləri 400 metrdən 3,700 metrədək dəyişir ki, bu da iqlim, torpaq və bitki örtüyünə birbaşa təsir göstərir. Geoloji baxımdan ərazi çox qatlı və müxtəlif süxurlardan ibarətdir: vulkanik, metamorfik və çöküntü süxurları bir-birinə qarışır. Kəlbəcər və Laçın rayonlarında qədim magmak massifs və granitoid çıxınlar xüsusi əhəmiyyət daşıyır.Dağlıq və dağətəyi relyef ərazilərdə yamacların dikliyi, dərələrin dərinliyi və silsilələrin yüksəkliyi iqlim və hidroloji şəraitə təsir edir. Bu isə öz növbəsində torpaq növlərinin formalaşmasına, su mənbələrinin yaranmasına və bitki örtüyünün bölgüsünə təsir göstərir.Bu rayonlarda dağlıq relyef və hündürlük fərqləri müxtəlif mikroiqlim şəraitlərini yaradır. Hündür zirvələrdə temperatur aşağı, rütubət yüksəkdir, aşağıda isə mülayim iqlim müşahidə olunur. Bu xüsusiyyət bitki və heyvan növlərinin yayılmasına, həmçinin kənd təsərrüfanın növlərinə təsir göstərir. Qarabağ bölgəsinin relyefi. Dağlıq Qarabağ Kiçik Qafqazın Murovdağ, Kirs və Qızılboğaz silsilələrini əhatə edir. Ən yüksək nöqtə Kirs dağı (2725 m) olub, yamacları sıldırım və dərələri dərinliklidir. Çay eroziyası bölgənin relyefinin formalaşmasında mühüm rol oynayır. Tərtər, Xaçınçay, Qarqarçay və Bazarçay çayları dərələri 500–700 metr dərinliyə qədər kəsmiş və dağlıq relyefin mürəkkəb konturlarını formalaşdırmışdır. Bu çayların vadiləri torpaqların humus zənginliyini və əkinçilik üçün münbit sahələri müəyyən edir.Dağ yamaclarında meşələr və alpin çəmənlikləri müxtəlif flora və faunanın yaşaması üçün əlverişli mühit yaradır. Bitki örtüyünün müxtəlifliyi relyefin mikroiqlim şəraindən də asılıdır.Düzənlik Qarabağ - Ağdam, Füzuli və Cəbrayıl rayonlarını əhatə edir.Əsasən alüvial-prolüvial düzənliklərdən ibarətdir. Bu ərazilər torpağın münbitliyi və relyefin yumşaqlığı səbəbindən kənd təsərrüfa üçün əlverişlidir. Burada taxılçılıq, pambıqçılıq, tərəvəzçilik, baramaçılıq və üzümçülük üçün geniş sahələr mövcuddur.Bundan əlavə, düzənlik ərazilər nəqliyyat, sənaye və suvarma sistemlərinin inkişa üçün də əlverişlidir. Çayların suvarma kanalları və kənd təsərrüfa infrastrukturunun bərpası üçün böyük potensial vardır. Şərqi Zəngəzur bölgəsinin relyefi. Kəlbəcər, Laçın, Qubadlı və Zəngilan rayonları Azərbaycanın ən mürəkkəb relyefinə malik əraziləridir.Kəlbəcər yüksək dağları və dərin dərələri ilə seçilir. Gəlinqaya və Qamış dağı 3,500 metrdən yüksəkdir. Burada buzlaq mənşəli vadilər və sirqlər müşahidə olunur. Dərin çay dərələri və sıldırım gorges relyefin dramak görüntüsünü formalaşdırır. Dağlıq ərazilərdə təbii sərvətlərin qorunması və hidroenerji potensialının qiymətləndirilməsi üçün relyefin öyrənilməsi vacibdir.Laçın rayonunda relyef dağlıq və dağətəyi zonaların harmoniyasından ibarətdir. Həkəri çayı vadisi əsas geomorfoloji elementdir. Vadinin formalaşmasında eroziya, sürüşmə və sel hadisələri böyük rol oynayıb. Burada torpaq qoruma tədbirləri və yamac stabilizasiyası mühüm əhəmiyyət kəsb «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 117 edir.Qubadlı və Zəngilan rayonları əsasən orta dağlıq və dağətəyi relyefə malikdir. Bartaz dağı (2276 m) Qubadlı rayonunda mühüm relyef elemen olaraq diqqət çəkir. Zəngilan rayonunda Araz çayı vadisi geniş və münbit əkin sahələri təmin edir, həmçinin nəqliyyat və kənd təsərrüfa üçün əlverişlidir.Bu rayonlarda həm dağlıq, həm də dağətəyi relyef elementləri ekoturizm, dağ turizmi və kənd təsərrüfa üçün böyük potensiala malikdir. Dağlıq və dağətəyi relyefin hidroloji əhəmiyyə. İşğaldan azad edilmiş rayonların dağlıq və dağətəyi relyefi yalnız torpaq və bitki örtüyünü formalaşdırmır, həm də su ehyatlarının paylanmasına böyük təsir göstərir. Kiçik Qafqaz silsilələrinin yüksək zirvələri çayların mənbəyi hesab olunur. Burada formalaşan buzlaqlar və qarla örtülü yamaclar yaz aylarında əridikcə çaylara su verir.Tərtər, Xaçınçay, Qarqarçay və Bazarçay çayları həm dağlıq, həm də düzənlik ərazilərə su təmin edir. Bu çayların yarandığı ərazilərdə eroziya prosesi sürətlidir, dərələr dərin və sıldırım olur. Bu isə həm torpaq itkisinin qarşısını almaq, həm də suvarma sistemlərinin düzgün qurulması üçün geomorfoloji məlumatların əhəmiyyəni göstərir.Düzənlik bölgələrində -Ağdam, Füzuli və Cəbrayıl rayonlarında-çayların daşqın əraziləri formalaşır. Bu sahələrdə alüvial-prolüvial torpaqların yaranması kənd təsərrüfa üçün çox əlverişlidir. Çay vadiləri boyunca torpaq humusla zənginləşir, bu isə taxılçılıq, tərəvəzçilik və bağçılıq üçün əvəzolunmaz bir resursdur. Torpaq növləri və bitki örtüyü. Azad edilmiş rayonlarda relyefin mürəkkəbliyi torpaq növlərinin müxtəlifliyinə səbəb olmuşdur. Dağlıq ərazilərdə dağ podzolu və dağ boz torpaqlar, dağətəyində isə kənd təsərrüfa üçün münbit boz-çəmən torpaqlar yayılmışdır.Bitki örtüyü relyefin hündürlük, yamac isqamə və torpaq növünə bağlı olaraq dəyişir. Kəlbəcər və Laçın: iqlim soyuq və rütubətlidir, burada dağ meşələri və alpin çəmənlikləri üstünlük təşkil edir. Əsas ağac növləri: palıd, ndıq, qovaq və şamdır. Alpin zonasında isə qarotu, meşə çəmənlikləri və müxtəlif çiçəkli bitkilər rast gəlinir. Qubadlı və Zəngilan: orta dağlıq relyef, meşə zolaqları və otlaqlar ilə zəngindir. Burada həm hündür ağaclı meşələr, həm də alçaq çəmənlik sahələri mövcuddur. Düzənlik Qarabağ: burada münbit torpaqlar üzüm, pambıq, taxıl və tərəvəzçilik üçün əlverişlidir. Yamaclarda və düzənlik sahələrində müxtəlif meyvə bağları və bostanlar mövcuddur.Relyefin bu müxtəlifliyi həm təbii ekosistemlərin qorunması, həm də kənd təsərrüfanın inkişa üçün mühüm əhəmiyyət kəsb edir. Eroziya və geomorfoloji təhlükələr. Dağlıq ərazilərdə yamac eroziyası, sürüşmə və sel hadisələri təbiət və insan fəaliyyənə böyük təsir göstərir. Xüsusilə Kəlbəcər və Laçın rayonlarında:Sürüşmələr suya doymuş gil torpaqlarda tez-tez baş verir.Yamac eroziyası torpaq itkisinə və əkin sahələrinin azalmasına səbəb olur.Sel hadisələri isə çay vadilərində yerləşən kənd və şəhərlərə ziyan vurur.Bu səbəbdən, relyefin öyrənilməsi, torpaqbərpa tədbirləri, yamacların sabitləşdirilməsi və eroziyaya qarşı müdafiə tədbirləri zəruridir.Düzənlik rayonlarında isə eroziya daha çox çay daşqınları və sediment yığılması ilə əlaqədardır. Bu isə alüvial torpaqların formalaşmasına və kənd təsərrüfa üçün münbit sahələrin yaranmasına səbəb olur. Relyefin iqsadi əhəmiyyə. İşğaldan azad edilmiş rayonların relyefi iqsadi baxımdan da böyük əhəmiyyətə malikdir.Məsələn, Dağlıq ərazilər yaylaq maldarlığı, hidroenerji, meşə təsərrüfa, dərman bitkiləri yığımı və dağ turizmi üçün əlverişlidir.Dağətəyi zonalarda bağçılıq, arıçılıq, çay plantasiyaları və ekoturizm Proceedings of the 11th International Scientific Conference 118 potensialı yüksəkdir.Düzənlik sahələr isə əkinçilik (taxıl, pambıq, tərəvəzçilik), sənaye infrastrukturu, nəqliyyat və suvarma sistemləri üçün əlverişlidir. Bundan əlavə, relyef ekoturizm və sağlamlıq turizmi üçün də imkanlar yaradır. Məsələn, Kəlbəcərdə İssu termal suları, dağ turizmi və buzlaq vadiləri.Laçında Həkəri çayı vadisi və təbii landşalar.Zəngilan rayonunda isə Araz çayı boyunca meşə zolaqları və münbit düzənliklər.Relyefin bu cür müxtəlifliyi, həmçinin kənd təsərrüfa növlərinin seçimi, infrastrukturların yerləşdirilməsi və regional inkişaf planlaması üçün əvəzsiz məlumat mənbəyidir. Turizm və ekoloji perspekvlər. Azad edilmiş rayonlarda dağlıq və dağətəyi relyeflər ekoturizm üçün böyük potensiala malikdir. Dağ yamaclarında yürüyüş yolları, çay və dərələr boyunca kanoe və balıqçılıq turizmi təşkil oluna bilər.Bununla yanaşı, ekoloji tarazlığın qorunması prioritetdir. Dağ yamaclarında meşələrin qorunması, sürüşmə və eroziya risklərinin azaldılması, suvarma və su ehyatlarının düzgün idarə olunması vacibdir. Qarabağda Quruculuq İşləri və Relyefin Yenidənqurma Prosesində Rolu. 2020-ci ildə Vətən müharibəsinin başa çatması və Azərbaycanın ərazi bütövlüyünün bərpası ilə ölkənin coğrafi xəritəsində yeni inkişaf mərhələsi başlandı. Qarabağ və Şərqi Zəngəzur iqsadi rayonları təkcə tarixi ədalən bərpası baxımından deyil, həm də iqsadi və ekoloji potensialın reallaşdırılması isqaməndə dövlən əsas prioritenə çevrildi. Prezident İlham Əliyevin rəhbərliyi ilə həyata keçirilən “Böyük Qayıdış” proqramı bu regionların relyef xüsusiyyətlərini, torpaq və su ehyatlarını, təbii landşa strukturunu nəzərə almaqla planlaşdırılmışdır.Relyef bu bərpa prosesində əsas həlledici amillərdən biridir. Dağlıq ərazilərdə yerləşən Kəlbəcər, Laçın, Qubadlı və Zəngilan rayonlarında infrastrukturun yenidən qurulması üçün mühəndis-geoloji araşdırmalar aparılır, dağ yamaclarında sürüşmələrin qarşısının alınması məqsədilə bərkidici tədbirlər görülür. Bu yanaşma həm ekoloji təhlükəsizliyi, həm də kin layihələrinin dayanıqlılığını təmin edir. Şuşa şəhərinin bərpası zamanı relyefin mürəkkəbliyi nəzərə alınaraq şəhərsalma planı elə hazırlanmışdır ki, tarixi abidələr qorunmaqla müasir urbanizasiya prinsipləri tətbiq olunur. Prezident İlham Əliyev 2021-ci ilin dekabrında Şuşada keçirdiyi müşavirədə vurğulamışdır ki, “Qarabağda kilən hər bir bina, çəkilən hər bir yol və inşa olunan hər bir infrastruktur obyekndə torpağın, dağın, çayın dili dinlənilməlidir.” Bu fikir relyefin, yəni yer səthinin formalarının bərpa və inkişaf prosesində əsas göstərici kimi qəbul olunduğunu nümayiş etdirir. Kəlbəcər və Laçın rayonlarının yüksək dağlıq relyefi burada hidroenerji layihələrinin geniş inkişana imkan yaradır. Bu bölgələrdə təbii enmə fərqləri və su ehyatları hesabına yeni su elektrik stansiyaları inşa olunur. Qubadlı və Zəngilan rayonlarında isə relyefin daha mülayim formaları kənd təsərrüfa və yaşıl enerji layihələri üçün əlverişli şərait yaradır. Məsələn, Araz çayı boyunca formalaşan düzən relyeflər üzərində iri suvarma sistemləri qurulur və aqrar istehsal bərpa edilir.Eyni zamanda relyefin müxtəlifliyinə uyğun olaraq “ağıllı kənd” və “ağıllı şəhər” layihələrinin həyata keçirilməsi regionun müasir inkişaf modelinin əsasını təşkil edir. Ağalı kəndində tətbiq edilən texnoloji həllər relyefin təbii formasını pozmadan, enerji səmərəliliyi və ekoloji tarazlıq prinsiplərinə əsaslanır. Bu, dövlən təbiətə qarşı deyil, onunla harmoniyada inkişaf siyasə apardığını göstərir.Relyefin qorunması və onun təbii funksiyalarının bərpası ekoloji baxımdan da mühüm əhəmiyyət daşıyır. Qarabağda aparılan meşəəkmə layihələri, torpaq eroziyasına qarşı mübarizə tədbirləri və dağ yamaclarının bərpası regional ekosistemlərin stabilliyini təmin edir. Bu prosesdə yerli iqlim şərai və torpaq strukturu da nəzərə alınır. Prezident İlham Əliyev 2023-cü ildə COP28 beynəlxalq iqlim sammində çıxışında demişdir: “Qarabağ və Şərqi Zəngəzur Azərbaycanın yaşıl enerji zonası olacaq. Biz burada həm təbiə, həm də enerjini bərpa edirik.” «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 119 Bu strateji yanaşma relyefin potensialından maksimum səmərəli isfadəni nəzərdə tutur. Külək və günəş enerjisi mənbələrinin yerləşməsi relyefin morfologiyası ilə sıx bağlıdır. Məsələn, Zəngilan və Cəbrayıl rayonlarının düzən relyefləri günəş enerjisi stansiyalarının, Laçın və Kəlbəcərin dağlıq hissələri isə külək turbinalarının qurulması üçün əlverişli hesab olunur.Qarabağda və Şərqi Zəngəzurda həyata keçirilən layihələr təkcə iqsadi deyil, həm də mənəvi yenidən doğuluşu simvolizə edir. Relyef bu prosesdə həm təbii, həm də simvolik mənada bərpaya xidmət edir. Torpaq səthinin hər bir təbəqəsi, hər bir dağ və çay hövzəsi bu torpaqlara qayıdışın, dirçəlişin rəmzinə çevrilir.Müasir dövrdə aparılan bu quruculuq işləri regional və beynəlxalq təşkilatların dəstəyi ilə daha sistemli xarakter alır. BMT-nin İnkişaf Proqramı (UNDP), İslam İnkişaf Bankı və İqsadi Əməkdaşlıq Təşkila (ECO) ilə birgə layihələr çərçivəsində relyefin öyrənilməsi, torpaq bərpası və su ehyatlarının idarə olunması isqaməndə elmi tədqiqatlar genişlənir. Nəcə İşğaldan azad edilmiş Qarabağ və Şərqi Zəngəzur bölgələrinin relyefi mürəkkəb və çoxşaxəlidir. Dağlıq, dağətəyi və düzənlik sahələrin müxtəlifliyi torpaq növlərinin formalaşmasına, bitki örtüyünün paylanmasına və su resurslarının bölünməsinə birbaşa təsir göstərir. Kəlbəcər, Laçın, Qubadlı və Zəngilan rayonlarının dağlıq relyefi, buzlaq mənşəli vadilər, dərələr və sirqlər hidroloji və geomorfoloji şərain formalaşmasında mühüm rol oynayır.Dağlıq ərazilərdə eroziya, yamac sürüşməsi və sel hadisələri relyefin xüsusiyyətləri ilə sıx bağlıdır və torpaq-bərpa tədbirlərinin vacibliyini göstərir. Düzənlik rayonlarda isə çayların daşqın əraziləri və sediment yığılması nəcəsində alüvial-prolüvial torpaqlar əmələ gəlmiş, bu da kənd təsərrüfa üçün əlverişli sahələr yaratmışdır.Relyefin müxtəlifliyi iqsadi fəaliyyən isqamətlərinə də təsir göstərir: dağlıq ərazilərdə yaylaq maldarlığı, hidroenerji və dağ turizmi, dağətəyi zonalarda bağçılıq və arıçılıq, düzənlik sahələrdə isə taxılçılıq, pambıqçılıq, tərəvəzçilik və sənaye infrastrukturunun inkişa mümkündür.Bundan əlavə, relyef ekoturizm və sağlamlıq turizmi üçün də geniş potensiala malikdir. Kəlbəcərin İssu termal suları, Laçının Həkəri çayı vadisi, Zəngilanın Araz çayı boyunca meşə zolaqları relyefin təbii imkanlarından isfadəni nümayiş etdirir. Bu xüsusiyyətlər həm təbii ekosistemlərin qorunmasına, həm də regionun iqsadi və turizm potensialının inkişana töhfə verir.Beləliklə, işğaldan azad edilmiş rayonların relyefi həm təbii sistemlərin formalaşmasında, həm kənd təsərrüfa, həm turizm və iqsadi inkişaf imkanlarının təyin olunmasında, həm də geomorfoloji təhlükələrin (eroziya, sürüşmə, sel) qarşısının alınmasında əsas rol oynayır. Relyefin ətraflı öyrənilməsi və planlaşdırmada nəzərə alınması regionun dayanıqlı və səmərəli inkişana xidmət edir. İsfadə edilmiş ədəbiyyat. 1. Əliyev Q.Ə. Azərbaycanın fiziki coğrafiyası. Bakı ADPU Nəşriyya, 2019. 2. Məmmədov R.Ə. Qarabağ bölgəsinin təbii-coğrafi şərai. Bakı Elm Nəşriyya, 2021. 3. Həsənov E.M.Kiçik Qafqazda geomorfoloji proseslər və relyefin təsərrüfat əhəmiyyə.Bakı Elm və Təhsil, 2022. 4. AMEA Coğrafiya İnstutu.Azərbaycanın təbii sərvətləri atlası. Bakı, 2022. 5. Dövlət Torpaq və Xəritəçəkmə Komitəsi.Azərbaycan Respublikasının relyef və torpaq xəritəsi. Bakı, 2020. 6. Coğrafiya və Təbii Ehyatlar Jurnalı, №3 (2023). “Şərqi Zəngəzur bölgəsinin geomorfologiyası və torpaq örtüyü”. 7. Əlizadə A.M.Azərbaycanın dağlıq ərazilərində təbii proseslər və insan fəaliyyə. Bakı Təhsil Nəşriyya, 2018. 8. Məmmədova S.A. Qarabağda su ehyatlarının idarə olunması və relyefin təsiri. Bakı Coğrafiya Fondu, 2021. 9. Qasımov N.A. – Ekoloji coğrafiya və təbii landşaların dayanıqlığı. Bakı: Elm, 2020. Proceedings of the 11th International Scientific Conference 120 10. İbrahimov A.Ş. – Azərbaycanın çay sistemləri və hidroqrafiyası. Bakı: Elm və Təhsil, 2017. 11. “Azərbaycan Respublikasının Şərqi Zəngəzur və Qarabağ iqsadi rayonları üzrə inkişaf konsepsiyası – 2022–2030”. – İqsadiyyat Nazirliyi, Bakı, 2022. «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 121 UOT 332.2 CADASTRAL CLASSIFICATION OF KHANKENDI CITY Valiyeva Fidan Mahammad qizi Baku State University The article explores the scientific and practical foundations of the cadastral classification of the city of Khankendi, analyzing the features of the land management reconstruction process in the territories liberated from occupation. The main objective of the research is to study the structure of Khankendi’s land fund, to clarify its administrative boundaries, and to develop mechanisms for establishing a digital cadastral system. During the study, geoinformation technologies (GIS), GPS measurements, and electronic mapping methods were utilized. The results show that the creation of a cadastral system serves as a fundamental information base for the implementation of urban planning, investment, and socioeconomic development strategies in Khankendi. The digital cadastral model facilitates the transparent management of land and real estate resources and enables environmentally and economically sound planning based on scientific principles. The article also emphasizes that the Khankendi cadastral system is an essential component of the reconstruction and regional integration processes within the Karabakh economic region and provides a strategic contribution to Azerbaijan’s national economic security. Keywords: Cadastral classification, digital mapping, GIS technologies, Karabakh economic region, land registry, post-conflict reconstruction. Introduction. The preparation of the cadastral classification of the city of Khankendi and its integration into a modern management system represents one of the key directions of Azerbaijan’s socio-economic and urban development policy in the period of independence. As one of the administrative and political centers of the Karabakh economic region, Khankendi remained under occupation for many years, during which land accounting, real estate registration, legal documentation of ownership forms, and the updating of cadastral data were completely halted. Following the restoration of the territorial integrity of the Republic of Azerbaijan in 2020, the reconstruction and redevelopment works carried out in the city made the reestablishment of the cadastral system an urgent necessity. In the modern era, land management and cadastral systems are among the fundamental elements of state economic policy. The purpose of these systems is to ensure the legal, economic, and ecological efficiency of land and real estate management. In Azerbaijan’s liberated territories, including the Karabakh economic region, the formation of modern cadastral systems constitutes a crucial component of the large-scale reconstruction and redevelopment process. In previous periods, informal land ownership forms, imprecise boundaries, and recordkeeping gaps were observed in Khankendi. As a result of occupation, many cadastral documents were lost or destroyed. Therefore, in the current stage, cadastral restoration is regarded not only as a technical process but also as a phase of legal and scientific reconstruction. The new land legislation and the Law on the “State Register of Real Estate” adopted by the state have strengthened the legal foundation of this process. Khankendi stands at the center of this transformation. Historically formed as the administrative and political hub of Karabakh, the city experienced socio-economic decline after its Proceedings of the 11th International Scientific Conference 128 Azərbaycanın Coğrafi Möcüzələri Əliyeva Şəfəq Məmməd qızı ADPU-nun Şəki filialı, müəllim Açar sözlər: Palçıq vulkanları, Böyük və Kiçik Qafqaz, Xəzər dənizi, Göygöl, Qobustan, Duzdağ, Turizm və təbiət, Biomüxtəliflik, Subtropik zona, Coğrafi müxtəliflik Giriş Azərbaycan – zəngin tarixi, mədəni irsi və təbii ehyatları ilə tanınan bir Cənubi Qafqaz ölkəsidir. Lakin bu ölkənin ən maraqlı və diqqətçəkən cəhətlərindən biri onun coğrafi müxtəlifliyi və təbiən yaratdığı unikal möcüzələrdir. Dənizdən dağlara, səhra pli düzənliklərdən subalp yaylalarına, palçıq vulkanlarından buzlaqlara qədər Azərbaycan coğrafi baxımdan olduqca rəngarəng və nadir ərazilərə malikdir. Bu coğrafi möcüzələr təkcə ölkənin fiziki görünüşünü formalaşdırmır, həm də iqlimə, təbii ehyatlara, turizmə, kənd təsərrüfana və insan həyana birbaşa təsir göstərir. Bu məqalədə Azərbaycanın əsas coğrafi möcüzələri və onların elmi, ekoloji və turizm baxımından əhəmiyyə geniş şəkildə təqdim olunur. 1. Böyük və Kiçik Qafqaz dağları: Dağlıq möcüzə Azərbaycanın şimal və qərb hissəsində yerləşən Böyük və Kiçik Qafqaz dağ silsilələri ölkənin təbii sərvətləri və biomüxtəlifliyi baxımından olduqca əhəmiyyətlidir. • Bazardüzü zirvəsi (4466 m) Azərbaycanın və Cənubi Qafqazın ən hündür nöqtəsidir. • Bu dağlar ölkədə çayların yaranma mənbəyi, meşəliklərin qoruyucusu, səhralaşmanın qarşısını alan təbii sipər rolunu oynayır. • Qış turizmi (Şahdağ, Tufandağ), yayla turizmi və dağ kəndlərinə maraq bu coğrafi möcüzəni iqsadi cəhətdən də dəyərli edir. 2. Xəzər dənizi: Dəniz olan göl Xəzər dənizi – dünyanın ən böyük qapalı gölüdür və sahillərinin böyük hissəsi Azərbaycanla həmsərhəddir. • Xəzərin sahəsi təqribən 371,000 km²-dir və bu, onu dəniz adlandırmağa əsas verir. • Azərbaycan üçün Xəzər həm iqsadi, həm ekoloji, həm də strateji baxımdan önəmlidir: • Ne-qaz ehyatları. • Balıqçılıq (xüsusilə nərə balıqları və kürüsü). • Dəniz turizmi (Nabran, Lənkəran, Şüvəlan sahilləri). Eyni zamanda Xəzər dənizinin səviyyəsinin dövri dəyişməsi, sahil relyefinə və insan fəaliyyənə təsir göstərir. 3. Palçıq vulkanları: Dünyada nadir təbiət hadisəsi Azərbaycan dünyada ən çox palçıq vulkanı olan ölkə hesab olunur – təxminən 400-dən çox palçıq vulkanı ölkə ərazisində mövcuddur. • Bu vulkanlar əsasən Abşeron yarımadası, Qobustan, Cəlilabad, Şamaxı, Salyan və Xəzər dənizi sahillərində yerləşir. • Palçıq vulkanlarının bəzi nümunələri akv şəkildə püskürür və zaman-zaman yeni relyef formaları yaradır. • Tərkibindəki mineral zəngin palçıq, bbi müalicə və kosmetologiyada isfadə olunur. • Qobustandakı “Lokbatan”, “Torağay” və “Otmanbozdağ” vulkanları UNESCO tərəfindən qorunan ərazilərə daxil edilmişdir. Bu nadir təbiət hadisələri həm elmi, həm də turisk maraq obyekdir. 4. Qobustan qayaüstü rəsmləri və landşaı Qobustan ərazisi Azərbaycanın arkeoloji və coğrafi möcüzəsi hesab olunur. «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 129 • Burada 12,000 ildən çox yaşı olan qayaüstü rəsmlər, qədim insan məskənləri və təbii qaya kompleksləri mövcuddur. • Eyni zamanda bu ərazi yarımsəhra və dağlıq relyefin unikal birləşməsidir. • Qobustan UNESCO-nun Dünya İrsi Siyahısına daxil edilib. Bu ərazi həm tarix, həm coğrafiya, həm də turizm baxımından əvəzolunmazdır. 5. Lənkəran-Astara zonası: Subtropik cənnət Azərbaycanın cənub-şərqində yerləşən Lənkəran-Astara bölgəsi ölkənin ən rütubətli və subtropik iqlimli bölgəsidir. • Burada Hilal meşələri, nadir bitkilər (demək olar ki, yalnız bu bölgəyə xas), çay plantasiyaları, sitrus meyvələri yeşdirilir. • Ərazi həm bioloji müxtəliflik, həm də kənd təsərrüfa üçün əlverişli şərait baxımından unikal sayılır. • Xəzər dənizinə yaxınlıq və Talış dağları bölgəyə həmçinin turizm və sağlamlıq zonası statusu qazandırır. 6. Naxçıvanın coğrafi özəllikləri Naxçıvan Muxtar Respublikası, Azərbaycanın əsas ərazisindən ayrı düşmüş, lakin çoxsaylı coğrafi möcüzələrlə zəngin bir regiondur. • Duzdağ: Dünyaca məşhur təbii duz mədəni və astma müalicəsi üçün təbii sanatoriyadır. • Batabat gölü, Əlincə qalası, Ordubad dərəsi – həm təbii, həm tarixi möcüzələrdir. • Buradakı dağlıq və konnental iqlim ayrı bir coğrafi sistem kimi qiymətləndirilir. 7. Göygöl və digər dağ gölləri Azərbaycanın ən gözəl və təmiz dağ göllərindən biri Göygöldür. Keçmiş Gəncə şəhərinin yaxınlığında, Kəpəz dağının ətəyində, torpaq sürüşməsi nəcəsində yaranmışdır. • Gölün suyu tərtəmiz və dərin mavidir. • Ətraf mühit, meşəlik və dağ mənzərələri ilə birlikdə turizm üçün ideal məkandır. • Ölkədə buna bənzər digər göllər: Maralgöl, Batabat gölü, Qaragöl və s. 8. Şəki-Zaqatala zonası: Dağ-meşə təbiət kompleksi Bu bölgə həm dağlıq relyefi, həm şirin su ehyatları, həm də geniş meşə sahələri ilə tanınır. • Ərazidə Zaqatala-Balakən biosfer rezerva yerləşir. • Bölgənin coğrafi möcüzələrindən biri də Kiş çayı və tarixi Kiş məbədidir. • Şəki rayonu UNESCO-nun Dünya İrsi siyahısına daxil edilmişdir. Nəcə Azərbaycanın coğrafi möcüzələri – dağlar, göllər, dəniz sahilləri, palçıq vulkanları və meşəliklər – ölkənin yalnız fiziki xəritəsində deyil, həm də milli kimliyində dərin izlər buraxmışdır. Bu təbiət inciləri mədəniyyən formalaşmasında, iqsadi fəaliyyən isqamətlənməsində, turizmin inkişanda və ətraf mühin qorunmasında mühüm rol oynayır. Yer üzərində az sayda ölkə bu qədər coğrafi müxtəlifliyə malikdir. Azərbaycanda 9 iqlim qurşağından 8-nin mövcudluğu, həm dağlıq, həm də dəniz sahili relyefin bir arada olması, dünyanın ən çox palçıq vulkanlarının bu ərazidə yerləşməsi ölkənin “təbii laboratoriya” və “mini dünya modeli” adlandırılmasına səbəb olmuşdur. Bu coğrafi möcüzələrin qorunması, elmi şəkildə öyrənilməsi, və davamlı isfadəsi həm ekoloji balansın saxlanması, həm də ölkənin gələcək inkişa baxımından həya əhəmiyyət daşıyır. Onların daha geniş tanıdılması, xüsusilə ekoturizmin təşviqi, Azərbaycanın beynəlxalq imicinə də müsbət təsir göstərəcəkdir. Proceedings of the 11th International Scientific Conference 130 Ədəbiyyat siyahısı 1. Əliyev, Q. (2020). Azərbaycanın fiziki coğrafiyası. Bakı: Elm və Təhsil. 2. Həsənov, M. (2021). Təbii sərvətlər və coğrafi möcüzələr. Bakı: Coğrafiya Nəşriyya. 3. Naonal Geographic Society. (2022). Mud Volcanoes of Azerbaijan. Retrieved from hps://www.naonalgeographic.org 4. UNESCO World Heritage Centre. (2021). Gobustan Rock Art Cultural Landscape. Retrieved from hps://whc.unesco.org 5. Ministry of Ecology and Natural Resources of Azerbaijan. (2023). Protected Areas and Natural Wonders. Retrieved from hps://eco.gov.az 6. FAO. (2022). Forestry and Biodiversity in the South Caucasus. Rome: Food and Agriculture Organizaon. «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 131 Geographical distribution of land resources of the East Zangezur economic region Mahmudzade Nazrin Azer Baku State University Keywords: East Zangezur economic region, geographical distribuon, land resources, agrarian potenal, land categories. East Zangezur economic region was created in Azerbaijan with a new classificaon and is located in the southwestern part. This region includes Kalbajar, Jabrayil, Lachin, Gubadli and Zangilan districts. The geographical distribuon of land resources determines the agricultural and economic potenal of East Zangezur. As a result of the research, the climac and relief characteriscs of the lands, as well as the geographical distribuon characteriscs by category, were analyzed and studied. The results obtained show that the relief structure of mountainous areas is one of the main factors determining the ferlity, producvity and agricultural direcons of the lands. Introducon. Land resources are of great importance in the economic development of each region, in the formaon of agricultural potenal and in the preservaon of ecological balance. East Zangezur economic region, which is considered one of the strategically important regions of Azerbaijan, occupies a special place in this regard. The region's land cover, climac condions, and relief structure create favorable opportunies for the development of agriculture, forestry, and other sectors. This arcle analyzes the main features of the geographical distribuon of land resources in the East Zangezur economic region. Figure 1. East Zangezur economic region The research process used mapping of soil categories, analysis of relief and climate data, and available statistical data. The soil resources of the region were grouped into relevant areas and their distribution areas were determined. Proceedings of the 11th International Scientific Conference 132 In recent years, state programs implemented to restore the East Zangezur economic region and strengthen its economic potential have made the study of soil resources on a scientific basis even more relevant. The study of the geographical distribution of soil resources is of particular importance both in terms of the development of the agricultural sector and the preservation of ecological balance. Therefore, the efficient management and use of the region's soil resources has been identified as one of the main directions in the state's regional development strategy. Soils in the region are mainly distinguished by mountainous-river beds and plain areas: Mountainous soils - are soil types located mainly in mountainous and foothill zones, which can be used for agriculture to a limited extent. Meadow and pasture soils - formed in the upper parts of the mountains, suitable for cattle breeding and animal husbandry. Plain lands – are fertile lands suitable for agriculture, mainly distributed in some parts of Zangilan and Jabrayil districts. Relief and soil distribuon The relief of the region is mainly mountainous (especially in Lachin, Kalbajar and Gubadli districts). Various natural complexes and landscape forms such as mountainous-forest landscapes, subalpine meadows, forests, high mountain pastures are widespread in these areas. The relief of the region directly affects the processes of soil formaon. At an altude of 1000–2000 meters, mainly brown mountain-forest soils are widespread, and mountain-meadow soils are widespread in areas above 2000 meters. Gray-brown soils prevail in the foothill zones. These soil types have higher producvity in terms of agriculture. The mechanical composion of the soils in Kalbajar and Lachin districts is mainly heavy loamy, while in Zangilan and Jabrayil districts, light and medium loamy soils are more common. The soil cover in mountainous areas is rocky and parally forested. Therefore, their producvity is relavely low. In plains and semi-plains, soil layers are deeper and more ferle. Ecological situaon and soil protecon From an ecological point of view, soil degradaon occurs mainly as a result of the influence of anthropogenic factors, overuse of pastures, deforestaon and irrigaon erosion. In some areas, a decrease in the humus layer of the soil, thinning of vegetaon and weakening of soil ferlity are observed. In order to restore soil resources, land reclamaon, the establishment of forest belts against erosion, terracing measures on mountain slopes and land reclamaon should be carried out. Structure and types of land resources The concept of land resources includes lands suitable for agriculture, arable land, perennial crop plantings, pastures and grazing areas, hayfields, forest areas, peaceful lands, etc. According to available sources, the structure of land resources is classified as follows: Agricultural lands - constitute a certain part of the total land fund and are measured in thousand hectares. Arable lands (grain and other surface crops) - occupy an important place among agricultural lands. Perennial crops (fruit and vineyards, etc.) - are present in the region and are shown in a separate category from arable lands. Pastures (especially summer pastures) - are quite widespread mainly in mountainous and foothill areas. These areas are considered the main resource for the development of sheep breeding, cattle breeding and animal husbandry. Hay fields – are areas located in flat areas of plains and foothills, creating a fodder base for livestock. Forest lands – are land areas in mountainous zones covered with forest cover and having an important ecological function. «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 133 Geographical distribution features The geographical distribution of soil resources, that is, in which regions, at what altitude and under what natural conditions they are formed, is closely related to the natural-geographical features of the East Zangezur economic region. Mountainous zones Due to the high altitude in the Kalbajar and Lachin regions, the soils are mountainous-forest type, heavy and rich in humus. In these areas, pastures, subalpine meadows, mountain forests cover large areas. Due to the lack of flat areas for agriculture, the area is often limited and the cultivated land is limited. Foothill and plain zones Certain parts of the Zangilan, Gubadli and Jabrayil regions have foothill and plain relief. Land suitable for agriculture is more widespread in these areas. There are favorable conditions for grain, fruit growing, viticulture and tobacco growing. Although the area of irrigated land is limited, certain cultivated areas are used efficiently due to the available irrigation opportunities. Spread of pastures Summer and winter pastures are spread in mountainous and foothill zones. Pasture pastures are formed mostly in high mountainous areas, while winter pastures are formed in relatively low areas. These lands play an important role in the development of livestock breeding. Irrigated perennial crops Orchards, grape plantations and other perennial crops are spread mainly in low-altitude, climatically favorable areas of Gubadli, Zangilan and Jabrayil regions. The expansion of irrigation networks in these areas increases the possibilities of more efficient use of land. Based on quantitative and dimensional indicators, the distribution indicators of land resources of the East Zangezur economic region are as follows: •Lands suitable for agriculture - covers a total area of 128.2 thousand hectares. •Crop lands - 80.5 thousand hectares of these lands are used for sowing. •Perennial crops – constitute 38.2 thousand hectares of land, mainly located in irrigated areas. The main problems arising during land use are mainly rock-sediment erosion, slope erosion, reduction of forest cover and soil damage. It has been known in existing sources that these issues are studied as one of the main directions of scientific research. It is necessary to expand measures to improve the efficiency of land use, develop irrigation infrastructure, apply modern agricultural machinery and properly manage cultivated areas. Climate and soil characteristics The climate of the region is temperate continental. The air temperature rises in the summer months, and it is cold in the winter. The distribution of precipitation across the region affects different areas of the relief and determines the level of soil erosion. This plays a key role in the distribution of lands for agricultural and pasture use. Conclusion The geographical distribution of land resources in the East Zangezur economic region is closely related to the characteristics of the relief, climate and soil types. Lands in mountainous zones are mainly suitable for forestry and pasture use. Lands in plain areas are a priority for agriculture. This study is a scientific basis for the efficient use and planning of land resources in the region. Management of land resources based on scientific principles can make a significant contribution to the economic development of the region and the preservation of ecological balance. Proceedings of the 11th International Scientific Conference 134 Literature State Stascal Commiee of the Republic of Azerbaijan. (2023). Annual stascal indicators on land resources of Azerbaijan. Baku: DSQ Publishing House. State Land and Cartography Commiee. (2022). Map of land fund and land categories of the Republic of Azerbaijan. Baku. FAO (Food and Agriculture Organizaon of the United Naons). (2022). Land Resources Planning for Sustainable Land Management. Rome: FAO. Mammadov, G.Sh. (2021). Land cover and geographical distribuon of Azerbaijan. Baku: BSU Publishing House. Mammadov, R. M. (ed.). (2015). Geography of the Republic of Azerbaijan. Volume I: Physical geography. Baku: Instute of Geography of ANAS. Instute of Geology and Geophysics, Instute of Geography and Instute of Soil Science and Agrochemistry of ANAS. (2023). Karabakh and East Zangezur: Atlas of Natural Resources. Baku. FAO (Food and Agriculture Organizaon of the United Naons). (2022). Land Resources Planning for Sustainable Land Management. Rome: FAO. United Naons Environment Programme (UNEP). (2021). Land and Soil Resources in the South Caucasus: Assessment and Management Strategies. Geneva. Azerbaijan Geographical Society. (2019). Azerbaijani Lands and Their Use. Baku: Geography Publishing House. World Bank. (2020). Azerbaijan: Agricultural Development and Land Use Efficiency Report. Washington, D.C.: World Bank Publicaons. «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 135 Economic Sciences Организационная культура как фактор стратегического развития организации Бектенов Асет Ерекович Казахстанско-Британский технический университет, Казахстан, Алматы Едигенов Ермек Серикбаевич Казахстанско-Британский технический университет, Казахстан, Алматы Социально-экономические преобразования в Казахстане свидетельствуют о непрерывном процессе зарождения, развития и распада большого числа организаций. Сложный характер рыночных реформ изменил акценты в современном управлении организациями. Бюрократические, авторитарные и технократические инструменты руководства в условиях дефицита времени, информации и людей оказались по большей части неэффективными. Выбранный когда-то давно технократический способ существования, хотя еще доминирует, но во многом уже исчерпал себя. Современные теории гуманного управления – это попытка и возможность перейти к гармоничному способу существования, основанному, прежде всего, на развитии личности и определении ее места в мире. Такой подход предполагает новое видение управленческих отношений руководителей, их ориентацию на раскрытие потенциала человеческого капитала. В настоящее время круг проблем, затрагиваемых при исследовании организаций, непрерывно расширяется. Выделились в отдельные направления исследования организации информационных потоков в управлении; исследование организации механизма выдвижения, принятия и изменения целей; мотивации деятельности управленческого персонала и организационных отношений. Активно изучается и исследуется влияние последствий внедрения достижений научно-технического прогресса на организационные изменения, исследуются и разрабатываются механизмы влияния организационной культуры на реализацию краткосрочных и долгосрочных стратегических целей организации. Любая организация вне зависимости от ее размеров и сферы деятельности является не только технико-экономической, но и социальной системой, что непременно предполагает возникновение трудностей в разработки внедрения и реализации стратегий перспективного развития, и последующую реализацию необходимых организационных изменений. Не последнюю роль при этом играет, уже сложившаяся в организации организационная культура. Ее можно признать, и это подтверждают последние исследования, основным показателем, необходимым для правильного понимания и управления организационным поведением людей, работающих в организации, организации в целом. Проблематика изучения организации как культурного феномена не является чем-то новым для социологии и восходит к традициям М. Вебера, Т. Парсонса, К. Левина. Однако само введение термина «организационная культура» и его детальная проработка датируется недалеким прошлым, фокусирование внимания на исследованиях этого социального феномена датируется концом 1970-х годов. С этого момента определились различия в подходах к исследованию организационной культуры. В целом концепции организационной культуры условно можно разделить на две большие группы. Первая рассматривает организационную культуру как атрибут организации, предполагая возможность влиять на ее формирование. Этот подход условно называется Proceedings of the 11th International Scientific Conference 136 «рациональнопрагматическим». Второй трактует организационную культуру как обозначение самой сути организации, то, чем она по существу является; этот подход часто ассоциируется с «феноменологической моделью организации». В основе первого, рационально-прагматического подхода лежит положения, разработанные Э. Шейном. Организационная культура, по его мнению, представляет собой интегрированный набор базовых представлений, которые данная организационная группа изобрела, случайно раскрыла, позаимствовала или достигла каким-либо иным путем, как попытка решения проблем адаптации организации к внешней среде и внутренней интеграции, которые в свою очередь, достаточно эффективно послужили организации, чтобы быть признанными, действенными и достаточными для их закрепления и передачи новым поколениям членов организации. Организационная культура может проявляться на нескольких уровнях. Первый, самый доступный, составляет видимые культурные артефакты, к которым можно отнести такие ее проявления как применяемая технология и архитектура, использование пространства и времени, устойчивые способы поведения членов организации, язык, лозунги, или все, что можно ощущать и воспринимать через чувства человека. Все эти проявления легко обнаружить, и они доступны для наблюдения и описания. При этом гораздо труднее ответить на вопрос, почему в данной организации они приняли такую форму. Второй уровень – уровень организационных ценностей. В отличие от культурных артефактов, ценности не видны непосредственно: их обнаружение требует серьезной исследовательской работы. Но культура определяется не декларируемыми ценностями, а, как правило, неосознанными «базовыми представлениями», которые составляют третий уровень организационной культуры. Базовые представления определяют то, как члены группы воспринимают окружающее, что они делают, думают, чувствуют. Представители первого подхода – Э. Шейн, Т. Питерс, Р. Уоттермен – формирование организационной культуры связывают с процессами, происходящими внутри организации, то есть формирование организационной культуры рассматривается как итог внутренних процессов, протекающих в организации, в той или иной степени управляемых. Второе направление исследований организационной культуры (феноменологическое) восходит к теоретическим разработкам Д. Сильвермана и П. Бергера. Так, Д. Сильверман делает попытку переосмыслить взаимосвязь правил организационного поведения и организационных целей. Он предлагает отказаться от взгляда на организацию как инстанцию, предопределяющую поведение работника, а сосредотачивает внимание на том, как участники используют формальные правила для определения и интерпретации своего поведения и поведения окружающих. Правила поведения вырабатываются самими членами организации. Они составляют некую конвенциальную реальность, в которой живут и действуют ее члены. Формальные правила действуют в социальных ситуациях, посредством постоянной интерпретации их значений в каждом контексте принятия решения. Деятельность, которая выглядит организованной согласно правилам, на самом деле представляет собой продукт практической деятельности членов организации, и в лучшем случае демонстрирует, что то, что они делают, соответствует установленным правилам. Организационную культуру, таким образом можно определить в виде совокупности «признанных в организации ценностей, убеждений, норм и форм поведения» [1, c. 55] разделяемых всеми членами организаций. Носителями организационной культуры являются люди, работающие в организации. Именно они создают тот порядок вещей, те системы отношений и те образцы поведения, которые складываются в организации в тех или иных обстоятельствах. Только они создают те «неписаные» правила, определяющие, как «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 137 должны работать и вести себя люди в данной организации. При этом речь идет об убеждениях и ценностях, которые в большей или меньшей степени разделяются подавляющим большинством членов организации. Содержание работы, личность руководителя и стиль руководства, которого он придерживается в своей работе, особенности психологического климата в трудовом коллективе – эти и другие факторы оказывают свое влияние на организационную культуру конкретного подразделения. Организационная культура будет соответствовать выбранной стратегии, если она будет соотнесена с восприятием, мышлением и мотивами работников организации, поскольку организационная культура зарождается в первую очередь в головах людей. В свою очередь, организационно-культурные ценности могут оказывать существенное влияние и на мотивацию, и взаимодействие в процессе труда, и текучесть кадров в организации, и, в конечном счете, на эффективность деятельности работников. В организационной культуре наиболее интересен механизм ее влияния на поведение и работу членов организации. Являясь ядром организационной культуры, ценности могут быть как позитивными, ориентирующими людей на такие образцы поведения, которые поддерживают достижение организационных целей, так и негативные, которые отрицательно влияют на организационную эффективность. В основе организационной культуры лежит и система отношений, это те отношения, которые формируют и определяют поведенческие нормы и рабочее поведение членов организации (например, отношение персонала к работе, отношения руководства к работникам, отношения между работниками в организации). Еще один аспект организационной культуры – поведенческие нормы, это те требования к поведению работников, которые воспринимаются ими как некий свод правил, определяющих, каким должно быть «правильное», «должное» поведение членов организации в тех или иных стандартных ситуациях. Нельзя не сказать о действиях и поведении работников, направленных на достижение конкретных результатов или выполнение порученных заданий. Это наблюдаемое проявление организационной культуры, ее внешняя сторона. Именно по действиям и поведению работников можно судить о том, каково в целом состояние организационной культуры, способствует ли она эффективной работе организации, поддерживает ли стратегию развития, способствует ли успеху проведения различных организационных изменений. Для формирования организационной культуры, которая бы поддерживала стратегию организационного развития, руководство предприятия должно предпринять ряд шагов. Во-первых, чтобы организационная культура «работала» на повышение эффективности организации, она должна поддерживать стратегию и миссию. Во-вторых, необходимо изучить уже сложившуюся организационную культуру. Ее изучение является предпосылкой успешного изменения. Прежде, чем изменять, необходимо знать, что и как изменять. Необходимо найти ответ на вопрос о том, что из себя представляет сегодняшняя организационная культура, какой должна быть организационная культура, чтобы она поддерживала разработанную стратегию организационного развития и изменений. В-третьих, нужно проанализировать документы, регламентирующие деятельность организации. Культура организации находит свое отражение и в документах (планах, программах, приказах, распоряжениях, положениях), и хотя живая культура больше отражается в представлениях и ценностях работников и руководителях, чем в документах, пренебрегать этим источником не стоит. Proceedings of the 11th International Scientific Conference 144 Анализ эпидемиологических особенностей COVID-19 в постпандемийный период Туребаева Сымбат Студент, «Международный казахско-турецкий университет им. Ходжи Ахмеда Ясави», Казахстан, Г. Туркестан Нұрпейіс Жақсылық Жарқынбекұлы Студент, «Международный казахско-турецкий университет им. Ходжи Ахмеда Ясави», Казахстан, Г. Туркестан Абдуллаева Оразкүл Серікбайқызы Студент, «Международный казахско-турецкий университет им. Ходжи Ахмеда Ясави», Казахстан, Г. Туркестан Ағабекова Айдана Үрбиханқызы магистр, «Международный казахско-турецкий университет им. Ходжи Ахмеда Ясави», Казахстан, Г. Туркестан Жолдас Клара Уәлиханқызы Научный руководитель, Старший преподаватель кафедры «Общественного здравоохранения и научных исследований» «Международный казахско-турецкий университет имени Ходжи Ахмеда Ясави» Аннотация В постпандемийный период COVID-19 сохраняет значительное эпидемиологическое значение: изменились схемы передачи, профиль заболевших, доля бессимптомных и постCOVID-состояний. В статье рассмотрены концепты перехода эпидемии в эндемию, динамика циркуляции новейших вариантов SARS-CoV-2, распространённость пост-COVID-синдромов, эффективность вакцинации и эпидемиологический надзор. Основные выводы: несмотря на снижение тяжёлых исходов, риск остаётся значимым для уязвимых групп; мониторинг, вакцинация и изучение долгосрочных последствий остаются важными компонентами здравоохранения. Ключевые слова: COVID-19; SARS-CoV-2; постпандемический период; эпидемиология; эндемия; пост-COVID-синдром; вакцинация. Введение С момента обнаружения впервые случаев COVID-19 в конце 2019 года тот быстро превратился в глобальную пандемию. В 2022–2023 годах во многих странах введены меры общественного здравоохранения, массовая вакцинация и накоплена иммунная защита. В 2023–2024 годах ряд источников отмечает переход COVID-19 из фазой пандемии в фазу устойчивой циркуляции или эндемии. Тем не менее, такое положение не означает исчезновение эпидемического риска. Изменились эпидемиологические характеристики: появление новых вариантов вируса, снижение смертности и тяжёлых исходов, но возросший интерес к длительным последствиям инфекции (пост-COVID). Поэтому важно проанализировать эпидемиологические особенности COVID-19 в постпандемический период — как «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 145 изменились схемы циркуляции, кто остаётся группой риска, и какие задачи стоят перед системой общественного здравоохранения. Основы и эпидемиологические особенности Переход к эндемии и циркуляция вируса В рецензии Chung Y-S и др. отмечают, что хотя COVID-19 уже не классифицируется как чрезвычайная ситуация в области общественного здравоохранения (PHEIC) ВОЗ, вирус продолжает циркулировать, появляются новые варианты. Исследование AlBahrani S. и др. показало, что после пика пандемии изменились паттерны циркуляции респираторных патогенов: анализ за два года (2022-2023) обнаружил смещение доминирующих штаммов в сочетании с другими вирусами. Таким образом, в постпандемическом периоде характерны:  Уменьшение частоты тяжёлых заболеваний и смертности по сравнению с началом пандемии.  Более ограниченное число вспышек глобального масштаба, но возможны сезонные подъёмы.  Повышенная значимость групп риска: пожилые, люди с сопутствующими заболеваниями, иммунокомпрометированные. Распространённость и особенности пост-COVID-синдромов Одним из ключевых вопросов является длительное заболевание — Post-COVID-синдром (или long COVID). Согласно мета-анализу Razak R. и др., опубликованному в 2024 году, распространённость пост-COVID-синдромов среди всех переболевших оценивается и варьируется. В другом обзоре Nittas V. и др. указывали, что у не госпитализированных взрослых доля может быть 7.5 %–41 %, у госпитализированных — до ≈ 37.6 % и выше. Факторы, ассоциированные с повышенным риском: тяжесть острого заболевания, возраст, пол (женский), сопутствующие заболевания, ожирение. Таким образом, эпидемиология пост-COVID-синдромов — важная часть постпандемического контроля: значительная доля лиц сохраняет симптомы длительно, и это влияет на систему здравоохранения, трудоспособность и социальные последствия. Влияние вакцинации и иммунизации Эффективность вакцинации против острой формы заболевания хорошо известна; менее изучена эффективность вакцинации против пост-COVID-состояний. Так, Marra A. R. и др. (2022) в мета-анализе показали, что вакцинация хотя и снижает риск пост-COVIDсиндрома, но эффект сравнительно умеренный — эффективность порядка 29 % (CI ~27.5-30.8 %) для одной дозы. Это означает, что вакцинация остаётся важным компонентом эпидемиологической стратегии, но не снимает полностью риск длительных последствий инфекции. Эпиднадзор, данные и вызовы В постпандемический период отмечается снижение объёмов тестирования, отслеживания новых случаев и слабее надзор за циркуляцией штаммов, что ограничивает точность эпидемиологических данных. Например, рецензия Chung Y-S и др. подчёркивает необходимость постоянного обновления знаний об эволюции SARS-CoV-2. Кроме того, интеграция цифровой эпидемиологии и новых источников данных (например, анализ сточных вод, мобильные данные) становится важной задачей для мониторинга вируса и оценки его влияния. Proceedings of the 11th International Scientific Conference 146 Заключение В постпандемический период COVID-19 остаётся значимой инфекцией с изменившейся эпидемиологией. Несмотря на снижение тяжёлых исходов и переход в фазу более стабильной циркуляции, ключевые моменты следующие:  Вирус продолжает циркулировать, и возможны волны или сезонные всплески, особенно среди уязвимых групп.  Пост-COVID-синдромы остаются серьёзной проблемой: значительная доля переболевших сохраняет симптомы, что требует внимания здравоохранения.  Вакцинация уменьшает риск, но не полностью исключает длительные последствия — нужны дальнейшие исследования и усиление иммунизации у групп риска.  Эпидемиологический надзор должен адаптироваться к новым условиям: уменьшена интенсивность тестирования, но возрастает значение интегрированных данных и цифровых подходов.  Рекомендуется продолжение мониторинга, адаптация стратегий здравоохранения, а также исследование региональных и возрастных особенностей. Для стран с ограниченными ресурсами (включая страны Центральной Азии) особенно важно учитывать эти особенности при планировании программ мониторинга, вакцинации и реабилитации пост-COVID-пациентов Список литературы 1. Chung Y-S, Lam C-Y, Tan P-H, Tsang H-F, Wong S-C C. Comprehensive Review of COVID-19: Epidemiology, Pathogenesis, Advancement in Diagnostic and Detection Techniques, and Post-Pandemic Treatment Strategies. Int J Mol Sci. 2024;25(15):8155. doi:10.3390/ijms25158155. 2. Razak R., Ismail A., Abdul Aziz A.F. et al. Post-COVID syndrome prevalence: a systematic review and meta-analysis. BMC Public Health. 2024;24:1785. doi:10.1186/s12889-02419264-5. 3. Hetlevik Ø., Wensaas K.A., Baste V. et al. Prevalence and predictors of post-COVID-19 symptoms in general practice – a registry-based nationwide study. BMC Infect Dis. 2023;23:721. doi:10.1186/s12879-023-08727-6. 4. Marra A.R., Kobayashi T., Suzuki H., et al. The effectiveness of coronavirus disease 2019 (COVID-19) vaccine in the prevention of post–COVID-19 conditions: A systematic literature review and meta-analysis. Antimicrob Steward Healthcare Epidemiol. 2022;2:e192. doi:10.1017/ash.2022.336. 5. Nittas V., Gao M., West E.A., Ballouz T., Menges D., Wulf Hanson S., Puhan M.A. Long COVID Through a Public Health Lens: An Umbrella Review. Public Health Rev. 2022;43:1604501. doi:10.3389/phrs.2022.1604501. 6. AlBahrani S., AlZahrani S.J., Al-Maqati T.N. et al. Dynamic Patterns and Predominance of Respiratory Pathogens Post-COVID-19: Insights from a Two-Year Analysis. J Epidemiol Glob Health. 2024;14:311-318. doi:10.1007/s44197-024-00213-9. «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 147 ASSESSMENT OF THE PERFORMANCE OF FOREIGN-ECONOMIC ACTIVITY OF GAS SECTOR COMPANIES IN THE REPUBLIC OF KAZAKHSTAN Zinat Imangozhina Doctoral candidate (PhD candidate), L. N. Gumilyov Eurasian National University, NurSultan, Kazakhstan, ORCID ID: 0000-0003-1218-0371 The foreign-economic activity (FEA) of Kazakhstan’s gas sector has become a decisive factor for national economic resilience and regional energy stability. Situated between the European and Asian markets, Kazakhstan possesses abundant natural gas resources but remains dependent on limited transit corridors. In this context, assessing the resultivity of export operations requires an integrative model that unites production, financial, infrastructural, and sustainability indicators. Traditional evaluations focused on export volume or price fail to capture the full spectrum of competitiveness in an era defined by decarbonization and digital transformation [1]. The literature on energy export efficiency highlights the need for multidimensional metrics. According to Karatayev and Clarke [2], energy transitions in Kazakhstan are constrained not only by resource availability but also by technological and institutional readiness. Recent analyses by the IEA [3] and the Gas Exporting Countries Forum [4] emphasize that exporters able to align logistics, contract flexibility, and ESG compliance outperform those relying solely on commodity advantages. Building upon these insights, the Integrated Foreign-Economic Activity Performance Index (IFPI) is proposed to evaluate the resultivity of gas sector enterprises through seven weighted indicator groups: 1. Export Volume (V) — share of total production exported, growth rate of gas output. 2. Price Realization (P) — average export price compared with regional benchmark indices. 3. Geographic Diversification (G) — Herfindahl-Hirschman concentration index of export destinations. 4. Contractual Maturity (C) — share of long-term contracts with flexible clauses. 5. Infrastructure and Logistics (I) — capacity utilization of pipelines and storage facilities. 6. Financial Robustness (F) — return on assets, liquidity coverage ratio. 7. ESG Compliance (E) — carbon intensity per unit of exported gas and certification coverage. 8. Each indicator is normalized on a scale from 0 to 1, then aggregated according to the following formula: (1) Proceedings of the 11th International Scientific Conference 148 Weights are determined by combining the Analytic Hierarchy Process and entropy-weight method, ensuring both expert judgment and statistical consistency [10]. For Kazakhstan, where infrastructural bottlenecks and geographic dependence dominate, infrastructure and diversification receive higher weightings (0.20 each), followed by financial robustness (0.15), contractual maturity (0.15), ESG (0.10), and volume-price (0.10 each). The conceptual framework recognizes that resultivity is dynamic and path-dependent: it reflects not only current export earnings but also the capability of firms to maintain competitiveness amid volatile energy markets. In particular, ESG compliance and contract innovation have become new determinants of market access. European buyers increasingly require certification of methane emissions, while Asian partners demand flexible destination clauses. Hence, Kazakhstan’s gas firms must integrate environmental and contractual innovations into operational management [5]. To demonstrate the methodological application, a simplified IFPI calculation was performed using public data from KazTransGas, QazaqGaz, and selected joint ventures. The assessment covers the period 2021–2024 and normalizes each indicator within the observed range among comparable regional exporters (Uzbekistan, Turkmenistan, and Azerbaijan). The results are summarized in Table 1. «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 149 Table 1. Integrated FEA Performance Index (IFPI) for Selected Gas Companies in Kazakhstan, 2024 Indicator Group Weight (wᵢ) Normalized Value (Kazakhstan) Weighted Score Benchmark (Regional Average) Comment Export Volume (V) 0.10 0.72 0.072 0.70 Export levels remain stable with slight growth in LNG swaps. Price Realization (P) 0.10 0.65 0.065 0.68 Limited hub exposure keeps realized prices moderate. Geographic Diversification (G) 0.20 0.45 0.090 0.60 High concentration of exports via single corridor. Contractual Maturity (C) 0.15 0.55 0.083 0.58 Few long-term contracts with flexible clauses. Infrastructure & Logistics (I) 0.20 0.60 0.120 0.65 Pipeline utilization near 80%; LNG capacity lacking. Financial Robustness (F) 0.15 0.75 0.113 0.70 Liquidity strong; profitability constrained by domestic tariffs. ESG Compliance (E) 0.10 0.50 0.050 0.55 Methane monitoring improving; certification partial. Composite IFPI 1.00 0.593 0.637 Moderate performance; potential for +0.07 gain with reforms. Proceedings of the 11th International Scientific Conference 150 The computed IFPI value of 0.59 indicates a moderate overall performance. Infrastructure and financial indicators show relative strength, while diversification and ESG remain weak points. Scenario simulation suggests that constructing an additional export route to China and integrating ESG-linked finance could raise the index to 0.68 by 2027, assuming stable macroeconomic conditions and reinvestment of export revenues. A comparison with regional peers underscores these findings. Azerbaijan’s SOCAR achieved an IFPI of 0.72 owing to its LNG integration and diversified contracts with European buyers, whereas Turkmenistan’s high pipeline concentration reduces its composite score to 0.54. This demonstrates that infrastructure redundancy and contractual flexibility yield measurable performance advantages [6, 7]. The empirical evidence also confirms that financial stability correlates with governance maturity. Firms adopting international accounting standards and transparent export reporting attract lower borrowing costs and longer-term foreign partnerships. The World Bank [6] notes that institutional transparency reduces perceived sovereign risk and facilitates cross-border financing for infrastructure upgrades. Therefore, enhancing corporate disclosure and ESG alignment is not merely reputational but strategically profitable. Environmental considerations further reinforce this linkage. The United Nations Development Programme [7] and the World Economic Forum [9] highlight that compliance with decarbonization standards directly affects trade competitiveness. For Kazakhstan, introducing methane-leak detection systems and electrifying compressor stations could lower emissions intensity by 25–30 percent. The integration of such projects into green-finance frameworks would improve the ESG subindex while diversifying funding sources. Contractual architecture reform remains another priority. Present contracts emphasize long-term fixed pricing, suitable for investment stability but inefficient during price booms. Hybrid models—linking base volumes to spot indices with transparent review clauses—would increase flexibility and resilience. The experience of Norway and Qatar demonstrates that flexible contracts combined with hedging instruments stabilize export revenues even amid volatility [8]. Collectively, these measures—diversification of routes, modernization of infrastructure, ESG integration, and institutional strengthening—compose a coherent modernization agenda. When operationalized through the IFPI, they provide measurable targets for both enterprises and policymakers. Continuous monitoring of subindices over time could become a national performance dashboard for the gas industry, linking corporate outcomes to macroeconomic strategy. In conclusion, the integrated assessment of foreign-economic activity in Kazakhstan’s gas sector reveals that the industry stands at a strategic inflection point — a transitional stage between traditional extractive export models inherited from the post-Soviet period and a new generation of adaptive, sustainability-oriented frameworks characteristic of the global energy transition. Historically, Kazakhstan’s gas exports were structured around static long-term pipeline arrangements and price formulas tied to oil benchmarks, ensuring predictable revenue but limiting responsiveness to rapidly evolving market conditions. The emerging paradigm, by contrast, prioritizes flexibility, environmental accountability, and digital coordination across supply chains. This transformation is not merely technical; it reflects a profound institutional shift in how value is created and captured within the foreign-economic domain of the energy sector. The proposed Integrated Foreign-Economic Activity Performance Index (IFPI) provides an analytical instrument capable of translating these multidimensional transformations into measurable parameters. By embedding financial, infrastructural, contractual, and ESG dimensions into a single evaluative structure, the IFPI bridges the traditional gap between macroeconomic policy and micro-level corporate management. Its composite architecture allows both policymakers and firms to monitor real performance dynamics, detect structural bottlenecks, and «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 151 identify opportunities for improvement in real time. More importantly, the IFPI operationalizes the concept of “resultivity” — the ability not only to achieve export growth but to sustain it through institutional maturity, technological adaptation, and social responsibility. The findings underscore that Kazakhstan’s path toward higher FEA performance will depend on simultaneous progress in four interlinked domains: logistics diversification, governance transparency, technological modernization, and ecological stewardship. Expanding export routes toward the Chinese and South-Asian markets through cross-border infrastructure projects can substantially reduce transit vulnerability and unlock access to high-demand regions. Parallel modernization of domestic pipeline systems and storage facilities would raise efficiency while enabling partial conversion of pipeline gas into LNG, aligning Kazakhstan with the global liquefied gas ecosystem. Governance improvements — particularly in contract design, reporting, and regulatory predictability — will attract foreign investment and reinforce confidence among longterm buyers. Integrating advanced digital platforms for monitoring, forecasting, and emissions control will ensure that decision-making in the gas sector meets international standards of transparency and precision. Equally crucial is the environmental and social dimension of competitiveness. In a world increasingly governed by carbon-pricing mechanisms and green-finance instruments, environmental compliance has become a determinant of market access. Kazakhstan’s gas enterprises must therefore embed decarbonization within their business models rather than treat it as an external requirement. Investing in methane-leak detection, electrification of compressor stations, and carbon-capture initiatives can significantly reduce emissions intensity, allowing exporters to participate in low-carbon certification systems and preferential financing programs. As the IFPI framework integrates ESG metrics alongside traditional economic indicators, it demonstrates empirically that environmental responsibility is not antithetical to profitability; instead, it constitutes a pathway toward cost reduction, innovation, and reputational capital. From a policy perspective, the institutionalization of such integrated performance assessment would represent a major step toward evidence-based economic governance. By periodically calculating and publishing IFPI scores, Kazakhstan could establish a transparent national dashboard for monitoring the competitiveness of its energy exports. This would encourage healthy benchmarking among firms, enhance accountability, and align industrial policy with long-term sustainability objectives. In the academic dimension, the IFPI model contributes to the growing body of literature advocating for hybrid evaluation systems that combine quantitative precision with qualitative insight — an approach particularly relevant for transitional economies seeking to balance growth, diversification, and decarbonization. Ultimately, the modernization of Kazakhstan’s gas sector is both an economic necessity and a geopolitical opportunity. As global demand for cleaner transitional fuels continues to rise, especially across Asia, Kazakhstan can position itself as a reliable and responsible supplier bridging the Eurasian energy corridor. Realizing this potential will require coordinated investments in infrastructure, governance reforms that elevate transparency and efficiency, and a consistent commitment to environmental excellence. If these conditions are met, Kazakhstan will not only enhance its foreign-economic performance but also redefine its role within the regional and global energy architecture — transforming abundant natural-resource potential into enduring prosperity grounded in diversification, technological progress, and sustainable development. Proceedings of the 11th International Scientific Conference 152 References 1. Pirani S. (2019). Central Asian Gas: Prospects for the 2020s. Oxford Institute for Energy Studies. 2. Karatayev M., Clarke M. (2016). A review of current energy systems and green energy potential in Kazakhstan. Renewable and Sustainable Energy Reviews, 55, 491–504. 3. International Energy Agency (IEA). (2025). Natural Gas — Global Energy Review 2025. Paris: IEA. 4. Gas Exporting Countries Forum (GECF). (2024). Global Gas Outlook 2050. Doha: GECF. 5. Bazilian M., Bradshaw M., Goldthau A. (2019). Four scenarios of the energy transition: Drivers, consequences and implications for geopolitics. WIREs Climate Change, 9(2). 6. World Bank. (2025). Natural gas markets: Price swings amid a shifting global landscape. World Bank Blogs. 7. United Nations Development Programme (UNDP). (2023). Global Decarbonization in Fossil Fuel Export-Dependent Economies. New York: UNDP. 8. Pickard S., Scott A. (2024). Oil and gas, poverty and economic development. ODI Briefing Paper. 9. World Economic Forum (WEF). (2025). Energy Transition Index 2025: Best Practice Learnings. Geneva: WEF. 10. Shen Y., Liao K. (2022). Application of AHP and entropy weight methods in sectoral risk evaluation. Frontiers in Environmental Science, 10. «Foundations and Trends in Research» (October 30-31, 2025). Copenhagen, Denmark 153 İsmayıllı şəhərinin idarəetmə sistemlərinin təkmilləşdirilməsi Pərvin Məhərrəmova Bakı Dövlət Universteti , magistr Summary: This arcle analyzes the current state of local governance systems in the city of Ismayilli and explores ways to improve them. Parcular aenon is given to areas such as digitalizaon, public parcipaon, transparency, and the efficient use of resources. As a result of the research, recommendaons are proposed for the applicaon of innovave approaches in governance, strengthening the interacon between local execuve authories and cizens, and implemenng urban development strategies more effecvely. Key words: execuve governance,digital governance,public parcipaon,transparency and accountability, urban development strategy. 1. Introducon Ismayilli district, located in the northern region of Azerbaijan, is disnguished by its favorable geographical posion, abundant natural resources, scenic landscapes, and rich historical heritage. Situated at the foothills of the Greater Caucasus Mountains, this area offers significant opportunies for both the ulizaon of natural resources and the development of agriculture and tourism. The administrave center, Ismayilli city, plays a central role in the socio-economic life of the region. Efficient organizaon of governance systems is one of the key components of overall regional development. In the contemporary era, city and district governance is not limited to administrave procedures. Human capital management, planned infrastructure development, high-quality provision of public services, effecve engagement with residents, and transparent decision-making processes are of crical importance. In this regard, transforming city governance into a flexible, innovave, and parcipatory model is one of the current challenges. For Ismayilli city, this approach is vital not only for technical enhancement of governance but also for improving residents’ well-being and ensuring sustainable urban development. Currently, several structural and funconal issues are observed in Ismayilli city governance. Tradional governance models oen fail to meet modern requirements; digitalizaon is at a low level; public parcipaon is limited; and resources are inefficiently ulized. Moreover, increasing social and infrastructure demands, along with emerging economic opportunies, necessitate qualitave changes in governance. The primary objecve of this paper is to analyze the current governance system in Ismayilli city, idenfy key gaps, and propose effecve development strategies based on internaonal best pracces. The study also examines the applicaon of digital governance technologies, modernizaon of urban infrastructure, strengthening of public parcipaon, and educaonal iniaves. 2. Current Governance System in Ismayilli City 2.1 Structure of City Leadership and Administrave Bodies The governance system of Ismayilli city has been established in accordance with the local government legislaon of the Republic of Azerbaijan and is primarily implemented through two parallel structures: the Execuve Power and the municipal authories. Although their funcons Proceedings of the 11th International Scientific Conference 256 limited autonomy, and intergenerational cycles of poverty. Some studies also describe the social normalization of early marriage within local communities, where it is perceived as a socially acceptable or economically necessary practice. However, there is a notable lack of research addressing male perspectives, the role of religious authorities, and the long-term psychosocial consequences for young brides. Methodologically, the reviewed literature relies predominantly on qualitative case studies and small-scale surveys, often based on interviews with women, community leaders, and NGO representatives. Only a limited number of studies employ mixed methods or cross-national comparisons. The absence of longitudinal and regionally representative data constrains the generalizability of existing findings. This methodological fragmentation underscores the need for comparative and interdisciplinary research that integrates sociological, anthropological, and legal perspectives. Overall, the qualitative content analysis demonstrates that child marriage in Central Asia is a context-dependent and culturally embedded practice influenced by the interaction of tradition, economic constraints, and governance structures. While recent scholarship increasingly addresses gender inequality and human rights, much of the literature remains descriptive rather than analytical. There is a need for a comprehensive comparative framework that situates Central Asian experiences within broader global discourses on early and forced marriage, allowing for deeper theoretical and policy insights into how modernization, legal reform, and cultural continuity shape the persistence of child marriage across the region. Results and Discussion The qualitative content analysis of the selected corpus of academic literature reveals four dominant themes that collectively illuminate the persistence, complexity, and sociocultural embeddedness of child marriage in Central Asia. These thematic dimensions social-cultural factors, economic determinants, legislative and institutional contexts, and gender inequality recur across multiple studies and provide an integrated framework for understanding early marriage as both a structural and symbolic phenomenon in post-Soviet societies. The reviewed literature encompasses diverse disciplinary perspectives sociology, anthropology, economics, gender studies, and law and covers countries such as Kazakhstan, Kyrgyzstan, Uzbekistan, and Tajikistan. The analysis revealed four recurring thematic clusters: - socio-cultural factors; - economic determinants; - legal and institutional frameworks; - gender inequality. A summary of the key findings from each study is presented below (see Table 1). [Document text truncated for crawler view.]