This study examined the impact of leadership styles on academicians’ and leaders’ burnout in private universities. It also attempted to identify the moderating role of work stress management on the relationship. More specifically, it aimed to identify the impact of transformational leadership, transactional leadership, and servant leadership on academicians’ and leaders’ burnout in Jordanian private universities. Then, it examined the word stress management factor as a moderator to identify whether this factor strengthens or weakens the relationship. In order to attain these goals, the researcher embraced the use of SPSS and AMOS software to analyze the data. The results indicated that leadership styles play important role towards burnout among academicians and academic leaders. To be more precise, transformational leadership, transactional leadership, and servant leadership directly and indirectly influence burnout. Also, the work stress management plays a moderating role in this relationship. Therefore, one can state that transformational and servant leadership helps to decrease burnout and burnout through motivation and encouragement people, whereas transactional leadership can lead to psychological burnout due to the emphasis on rules and incentives without referring to feelings. The poll also discovered that the work stress management indicators such as equal distribution of duties, proper handling of disagreements, and mental health support have a depressive impact on the work stress related to the emotional exhaustion and consequently on the workplace output and well being of the staff.
Digital changes in education systems have made the problem of ensuring equal access to digital resources, infrastructure and learning opportunities more urgent. The purpose of the study is to analyze the formation of digital inclusion in the education system of Kazakhstan and identify factors that determine inequality of participation in the digital educational environment. A mixed design was used, which involved a synthesis of a quasi-experimental approach (pre-/post-test), quantitative questionnaires and qualitative analysis of open-ended responses from students and teachers. The total sample consisted of 380 participants. The results showed an average level of digital inclusion (M = 63.8, SD = 11.4). More than a third of students (34.7%) used a smartphone as their main learning device. This is due to reduced indicators of digital inclusion (t(318) = 5.14, p < .001, d = 0.81). Only 26.9% had a stable Internet connection. ANOVA indicated statistically significant SES gaps (F(2,317) = 28.41, p < .001): students with high SES (M = 71.8) outperformed students with average (M = 64.3) and low SES (M = 57.2). Regression analysis confirmed that digital competence is the strongest predictor of digital inclusion (β = 0.36, p < .001). The study indicated that there are the following barriers to the development of digital inclusion: technical, cognitive-navigational, organizational and psychological. At the same time, the experimental intervention (digital training, LMS standardization, digital tutoring) contributed to the increase in the level of digital inclusion. Therefore, the study made an empirical contribution to the understanding of digital inclusion in Kazakhstan and pointed to the interaction of infrastructural, cognitive, and social factors.
The purpose of this proposed study is to analyze the possibilities of applying artificial intelligence (AI) technologies in creating virtual laboratories for engineering education, identify key technological and pedagogical components of such systems and assess their potential impact on the quality of education. The methodological framework was based on a quasi-experimental design. For this purpose, 124 students were selected and divided into experimental and control groups. Data were collected using the Engineering Skills Assessment, Social Engagement Scale (SES) and AI log files. The analysis was conducted using t-tests. The results noted that students who worked in an AI-supported virtual laboratory demonstrated significantly higher final scores (M = 76.84) compared to the control group (M = 65.37), and the increase in competencies was +18.13 points versus +7.47, respectively. The analysis confirmed the high significance of these differences (t(122) = 4.87, p < 0.001). The conclusions confirm that virtual laboratories, enhanced with adaptive AI algorithms, are an effective tool in engineering education, capable of improving the results of students' practical training.
Higher education institutions in the region face limitations in the traceability, management, and auditing of research proposals due to the use of office forms, scattered files without centralization, and a lack of integration and control. In response to this shortcoming detected at the Technological Units of Santander institution, a web application was implemented to optimize the capture, organization, and evaluation of research ideas, strengthening the institutional research ecosystem and mitigating the problem presented. The overarching aim was to design and implement a technological tool that would ensure efficiency, security, and scalability in the management process of research ideas. The study adopted a qualitative approach with a descriptive, cross-sectional, and non-experimental scope; it was framed within Design Science Research, supported by the Model-View-Controller architecture, as well as technologies including Laravel, PHP, and MariaDB for technological development. The implemented system enabled the automation of key tasks such as code assignment, internal audits, and notifications, which significantly improved traceability and real-time information access. It is concluded that the proposed development constitutes a replicable and relevant solution for higher education institutions facing similar challenges in research management.
Unified Power System (UPS) is an important critical infrastructure in Kazakhstan. Post-Soviet old designs, cyberattacks, natural disasters, and peak operational loads are the key risk factors. To ensure a good economic resilience and national security these structures have to be stable under extreme stress conditions. Therefore, the main objective of this paper is to use Monte Carlo simulations to evaluate the stability of Kazakhstan's smart grid infrastructure, under high-load scenarios. Seven scenarios were chosen in this work. These included a baseline case and two mitigation scenarios (capacity upgrade and demand management). In addition, four stress scenarios were analyzed including winter peaks, cyber-attack, renewable energy integration, and simultaneous transmission component outages. The system failure is defined as the occurrence of load demand exceeding allowable capacity limits. Results revealed the failure probability of the capacity upgrade scenario to be the lowest (1.5%) and the highest for cyber-attacks and simultaneous component outages scenarios (16.9%). The present research paper showed that probabilistic simulations can be used effectively to quantify the vulnerabilities in Kazakhstan's UPS.
