Massive Open Online Courses (MOOCs) have widened access to education but continue to face persistently low completion rates, often described as the retention paradox. This study examined the experiences of learners who had enrolled in but not completed MOOCs offered by a Turkish state university. Drawing on open-ended survey responses from 117 participants, thematic analysis was used to explore factors that may have influenced withdrawal. Thematic analysis of the responses suggested that external pressures such as work, study, and family responsibilities often constrained participation in the course. Shifts in motivation, time management difficulties, and perceived mismatches between course content and learner goals also appeared influential. Additionally, limited interaction, navigation challenges, and uncertainty about certification value were reported as discouraging factors. Participants’ reflections further pointed to the potential value of more flexible pacing, interactive support, and clearer certification structures. The study offers context-sensitive insights for designing more responsive and inclusive MOOC environments.
The article reviews existing research and publications on the role of open educational resources (OER) in higher education. And various types of open educational resources (OER) that provide students and teachers with access to a variety of educational materials. The purpose of the article is to systematize existing research on the role of open educational resources in higher education, to identify their impact on the learning process, the development of student competencies and the effectiveness of teaching, as well as to identify key problems and advantages of their use. The study of existing research and publications on the role of open educational resources (OER) in higher education is an important stage of the study. It allows you to get an overview of the current state and existing knowledge in this area, as well as to identify the progress, achievements and problems identified in previous studies. The research identified the main aspects of the role of open educational resources, such as the role of open educational resources in the education process, in student learning and achievements, the development of key student competencies, the benefits of using open educational resources, accessibility of education, features of the costs of training and educational materials, flexibility of the educational process, problems in higher education associated with the use of open educational resources, problems of assessment quality, problems of adaptation of open educational resources and efficiency. The article also considers the role of teachers in the use of open educational resources and their roles in higher education. The main most well-known platforms providing open educational resources are analyzed.
This article examines perceptions of government support and key barriers to the development of small and medium-sized enterprises (SMEs) in the Akmola Region of Kazakhstan. The study is based on qualitative data from focus groups with 20 representatives from services, trade, manufacturing, and agriculture. Despite the small sample, the research reveals hidden challenges that are difficult to capture through quantitative methods. Drawing on theoretical frameworks on the role of the institutional environment (Bokayev et al., 2023) and regional specificities (Syzdykova & Azretbergenova, 2025), the study identifies major obstacles: bureaucratic barriers, lack of information, limited access to loans, guarantees, and grants, as well as territorial and infrastructural disparities. The findings show that financial support mechanisms are more accessible to medium-sized enterprises, while micro and small businesses face significant constraints. Based on these results, the article proposes policy recommendations, including establishing regional entrepreneurship support centers, simplifying application procedures, revising guarantee schemes, improving transparency of grants and subsidies, and strengthening advisory support. The study highlights the need to align government support measures with the real needs of businesses in a transitional economy.
The article addresses the issues of increasing the sustainability and productivity of agroecosystems under conditions of climatic instability in Northern Kazakhstan, characterized by frequent droughts, uneven precipitation distribution, and increased temperature stress during the growing season. Particular attention is paid to the integration of leguminous crops, especially chickpea, as well as the use of biological preparations within legume–cereal crop rotation systems as a promising direction in the biologization of agriculture. The paper presents the results of field and laboratory studies aimed at a comprehensive assessment of the impact of agrotechnological practices on soil fertility, water regime, and crop productivity. The research examined agrochemical and agrophysical soil parameters, including humus content, macro- and micronutrient availability, soil acidity, bulk density, and water retention capacity, as well as plant biometric characteristics, leaf area development, and biomass accumulation dynamics. It was established that the use of biopreparations and seed inoculation with rhizobial bacteria enhances microbiological activity in the soil, improves nitrogen availability, and increases water use efficiency. A positive effect on soil structure and biological activity was also observed. The application of these approaches ensures a stable increase in chickpea yield, improves product quality, and reduces dependence on mineral fertilizers. The economic evaluation demonstrated increased profitability due to cost optimization and higher productivity. The obtained results confirm the feasibility of implementing biologized technologies as an effective tool for adapting agriculture to changing climatic conditions and ensuring sustainable agricultural development in arid regions.
The Law of the Republic of Kazakhstan “On Education” defines the main task of the education system as creating conditions for the formation and professional development of личности based on national and universal values, as well as the achievements of science and practice. This includes the introduction of new educational technologies, informatization, and access to global communication networks [1]. The primary goal of modern education is to develop a well-rounded, adaptable, highly moral, and competitive individual. Achieving this requires training teachers equipped with modern scientific and methodological knowledge to foster creativity and effective learning. The transition to updated educational content reflects a new stage in the development of the education system. The purpose of the article is to analyze the theoretical, methodological, psychological and pedagogical foundations of students' professional orientation, to determine the level of its study in domestic and foreign studies, as well as to reveal the essence of the profession concept in the context of modern updated educational content and requirements for the training of teaching staff. This article analyzes the level of research on vocational guidance of students in domestic and foreign studies and examines the pedagogical and psychological essence of the concept of profession. The nature and extent of research into student career guidance are determined by the current state of pedagogical, scientific, methodological, and psychological theories, as well as teaching practices. The multifactorial, structural, and systemic nature of any educational activity compels researchers to apply comprehensive methods to scientific analysis to study and identify patterns in the educational process.
