Abai Kazakh National Pedagogical University

This scoping review synthesizes 30 empirical studies published between 2016 and 2025 on the implementation of English Medium Instruction (EMI) and Content and Language Integrated Learning (CLIL) in Central Asia. Following the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Scoping Reviews) framework, the review employed a systematic search across international and regional databases to identify studies conducted in Kazakhstan, Kyrgyzstan, Uzbekistan, Tajikistan, and Turkmenistan. The review reveals substantial geographic unevenness in the evidence base: most included studies were conducted in Kazakhstan, only limited evidence was identified from Kyrgyzstan and Uzbekistan, and no eligible empirical studies were found from Tajikistan or Turkmenistan. A further regional pattern is the concentration of EMI and CLIL research in higher education, particularly in STEM-related contexts, while primary and secondary education remain comparatively underexplored. The review also identifies thematic imbalances, especially the limited representation of administrators, policymakers, parents, and other stakeholders whose perspectives are important for understanding the conditions shaping EMI and CLIL implementation. Recurring challenges include teacher preparedness, language-related barriers, resource limitations, and sociopolitical constraints, especially in rural settings. Overall, the review highlights the need for more geographically inclusive and methodologically diverse research to better understand how contextual, linguistic, and institutional conditions influence EMI and CLIL implementation and to inform more grounded regional policy development.

Effectively circumventing peroxidation and non-selective oxidation remain formidable challenges in the electrochemical oxidative depolymerization of lignin. Herein, a novel pulsed potential electrolysis (PPE) strategy was developed and employed to selectively cleave the C beta-O bonds in phenoxy ethylbenzene, which possess higher bond dissociation energy. This approach achieved an aromatic yield of 37.2% with 97.3% selectivity toward phenethyl alcohol. In sharp contrast, under constant potential electrolysis (CPE) conditions at an even higher optimized potential, only 58% of the substrate was converted, yielding merely 0.6% phenethyl alcohol. Analysis of C-O bond cleavage process revealed that PPE outperforms CPE in three critical aspects of alkyl aromatic radical intermediate control, cathodic action, and mitigate anodic polarization phenomenon. Furthermore, PPE effectively depolymerizes a series of lignin models featuring diverse C-O bonds, including alpha-O-4 and 4-O-5 bonds. As anticipated this strategy is also applicable to organosolv lignin systems. Compared with the classical CPE system, the lignin conversion rate and aromatic products yield were enhanced by 1.9-fold and 3.4-fold, respectively. As the consequence, this work by PPE establishes a universal and robust strategy to overcome the inherent peroxidation drawback in lignin electrochemical oxidation using commercial Pt electrodes, enabling more efficient and selective cleavage of lignin C-O bonds.

This study examines how digitalization of STEM education can enhance the continuity between schools and pedagogical universities in mathematics teaching. A mixed-method, quasi-experimental design was applied at two levels: an experimental study in two 10th-grade school classes teaching “Algebra and the Basics of Analysis” and a survey of 33 university participants. STEM approaches were implemented through inquiry-based, project-oriented learning integrating Science, Technology, Engineering, and Mathematics, using digital tools such as GeoGebra, Desmos, PhET, and Excel. Results showed that students' academic performance improved by 15%–16% (p < 0.05), with notable gains in modeling, data interpretation, and interdisciplinary thinking. University survey responses confirmed the importance of school-university continuity and positive attitudes toward integrating STEM with digital technologies (average score 3.85), highlighting the need for strengthened practical training, shared digital platforms, and joint STEM projects. Based on these findings, a cyclic model connecting schools, students, and universities was proposed to support the professional development of future teachers and effective implementation of STEM education in a digital context.

This article aims to examine the pedagogical system for hybrid training of future special educators. It explores the specifics of hybrid learning, including the use of digital technologies. The research employs survey and semi-structured interview methods, followed by statistical analysis, to gather and process quantitative data on the perceptions of hybrid learning among students and instructors during empirical investigation. The study intersects special education and educational technologies, presenting the latest statistical data for 2023–2024, which indicates a growing trend of hybrid learning implementation, reaching 97 % by 2021 due to the shift of educational institutions to remote learning. Statistical analysis revealed no significant (p > 0.05) differences, as the variation between mean scores of the intermediate test was F = 0.31, p = 0.58, and between mean scores of the final test was F = 0.85, p = 0.36. This led to the conclusion of no correlation between learning effectiveness and its format. The authors’ contribution is targeted at a broad audience, including researchers, practitioners, and educators. The practical significance of the article lies in its potential to serve as an analytical basis for future research in pedagogy regarding digitalization, industrialization, and the implementation of hybrid learning.

This study introduces and empirically validates a comprehensive educational model designed to enhance digital competence and learning motivation among Master’s students in Kazakhstan. Using a quasi-experimental design with 236 participants from five pedagogical universities, the research examined how an integrated approach combining technology-enhanced pedagogy, microlearning, gamification, online assessment, and collaborative digital projects influenced students’ digital competence, learning motivation, and academic performance. Results demonstrated significant improvements in digital competence across all dimensions (effect size η2 = 0.46) for students in the experimental group, with particularly strong development in content creation and problem-solving competencies. The model also had a positive influence on learning motivation, self-efficacy, student engagement, and academic performance. Path analysis confirmed an integrated theoretical framework where technology-enhanced pedagogy influenced digital competence, which subsequently affected motivation, self-efficacy, engagement, and academic achievement. Students with elementary baseline digital skills showed the largest competence gains, indicating the model’s potential for addressing digital inequality in Kazakhstan’s higher education system. Follow-up assessments revealed durable effects, suggesting sustainable rather than transient changes. The research provides theoretical contributions to understanding the interrelationship between digital competence and motivation while offering practical strategies for modernizing Master’s programs in Kazakhstan and similar educational contexts.