Artificial intelligence is increasingly embedded in educational processes, yet much of the literature continues to examine individual tools rather than the relationships amongst pedagogy, curriculum, assessment, knowledge validation, institutional authority, and governance. This systematic narrative review examines these relationships whilst explicitly separating evidence-based patterns from conceptual interpretation. The review followed a PRISMA-informed protocol covering database selection, Boolean search strategy, eligibility criteria, staged screening, type-appropriate quality appraisal, structured extraction, citation auditing, and thematic synthesis. Scopus, Web of Science Core Collection, ERIC, and ScienceDirect formed the reproducible database core, whilst Google Scholar and backward and forward citation tracking were used as supplementary discovery mechanisms. After duplicate removal, title and abstract screening, full-text assessment, and quality appraisal, 124 studies were retained for synthesis. The review addressed four questions concerning how artificial intelligence is conceptualised in contemporary educational research; how it is associated with changes in pedagogy, curriculum, learning analytics, assessment, and governance; what recurring relationships connect adaptive feedback, curriculum sequencing, human-AI roles, epistemic validation, and institutional accountability; and what ethical, epistemological, and governance challenges accompany increasing human-AI participation. The synthesis indicates an uneven movement from isolated tool adoption towards more adaptive and data-informed arrangements, accompanied by substantial debate over technological determinism, platform power, teacher agency, language bias, data colonialism, and epistemic justice. Adaptive epistemic ecosystems and post-linear pedagogy are therefore advanced as synthesis-derived, integrative conceptual constructs rather than predetermined coding categories or universal empirical claims. Their contribution lies in specifying testable relationships amongst human-AI cognition, learning-data infrastructures, pedagogical adaptation, epistemic validation, governance, and contextual boundary conditions whilst preserving the distinction between observed patterns, interpretive synthesis, and future-oriented propositions.
This article discusses the production technologies of non-autoclaved aerated concrete (NAAC) based on a mechanically activated dry mix with the addition of rice husk ash. Increasing demand for energy-efficient building materials requires innovative approaches to the production of lightweight concrete. The study focuses on the mechanochemical activation of components, nanomodification and the use of active mineral additives to improve the physical and mechanical properties of NAAC. The experimental results show that the addition of rice husk ash up to 10% significantly increases strength, reduces thermal conductivity and improves frost resistance of the material. Economic analysis demonstrates significant savings when using NAAC compared to traditional ceramic bricks, which emphasizes the environmental and economic efficiency of this approach
Background Although sustainability is increasingly emphasized in science education following the Sustainable Development Goals (SDGs), its integration into upper secondary chemistry often remains thematic rather than structurally embedded in chemical reasoning. Purpose This study investigated whether redesigning a compulsory Grade 11 'Green Chemistry' chapter through an SDG-aligned, systems-oriented instructional framework enhances students' sustainability competencies and structural systems reasoning compared to textbook-based instruction. Sample Participants were 96 Grade 11 students from a public secondary school in Kazakhstan, assigned to experimental and control groups based on intact classrooms. Design and methods A quasi-experimental pretest - posttest control group design was implemented over six weeks. The experimental condition embedded green chemistry principles within structured systems modeling tasks, while the control group followed the standard curriculum. Outcomes were assessed using a validated Sustainability Competency Index and a rubric-based Systems Mapping Task, with analyses controlling for baseline differences. Results Students exposed to the systems-oriented redesign demonstrated substantially greater gains in sustainability competencies and systems reasoning than those receiving traditional instruction. Systems reasoning performance was positively associated with sustainability competency development. Conclusion Findings indicate that restructuring instructional architecture - rather than expanding curricular content - can meaningfully support sustainability-oriented learning within standardized secondary chemistry contexts.
The theoretical and methodological foundations of the digital transformation of marketing and advertising in the agro-industrial complex of the Republic of Kazakhstan are explored. The need to transition from traditional marketing tools to digital communication models in the conditions of climate instability, territorial scale of markets and institutional constraints in the agricultural sector is justified. A systematic analysis of the economic nature of marketing costs is carried out and a functional classification is proposed, which reflects the main purpose of managing communication costs. Special attention is paid to the analysis of mathematical, statistical and evolutionary methods for optimizing marketing and advertising budgets. The scientific novelty of the study lies in substantiating the feasibility of using multi-criteria evolutionary algorithms (NSGA-II, NSGA-III) to manage digital marketing strategies of agricultural enterprises. A research hypothesis and practical recommendations are formulated for using the results obtained in the strategic management system of agricultural enterprises.
As a result of tests carried out under industrial conditions, the influence of using modifying waste materials in the production process of silicate brick on its main performance properties was evaluated. The studies were conducted at an operating silicate brick manufacturing plant, where experimental and industrial trials were performed on full-size brick specimens produced under factory conditions. Ground waste glass and expanded clay dust were introduced into the silicate mass as modifying additives. The research results showed that, while maintaining the normative levels of compressive strength and frost resistance, the modified silicate brick exhibits reduced average density and thermal conductivity coefficient. In addition, the use of expanded clay dust made it possible to obtain bricks with a natural brown shade without the use of special mineral pigments. The obtained results confirm that the modified silicate brick is an energy-efficient, reliable in service, and economically viable wall construction material.
