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All Journal International Journal of Evaluation and Research in Education (IJERE)
Ulbossyn Kyyakbayeva
Abai Kazakh National Pedagogical University
Education

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Pre-service early childhood educators’ attitudes toward supporting digital safety of preschool children Zhanna Assankhanova; Assem Bulshekbayeva; Ulbossyn Kyyakbayeva; Kaliya Akhataeva; Nazira Atemkulova
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.38841

Abstract

The readiness of preschool teachers to ensure children’s digital safety (DS) is currently one of the overarching challenges for early childhood education (ECE) systems. Unfortunately, developing countries, particularly Kazakhstan, do not necessarily possess the required resources to run preschool educational programs to ensure children’s DS. This study explores pre-service early childhood educators’ (PSECEs) cognitive, affective, and behavioral attitudes toward supporting DS of preschool children. It also considered PSECEs perceptions of their role and responsibility in supporting preschool children’s DS and their readiness to address these issues in their future professional practice. The research adopted a cross-sectional mixed-methods design without instructional intervention. The study was carried out at the Abai Kazakh National Pedagogical University in Almaty, Kazakhstan, with 344 participants in the experiment. The findings highlight the interrelated nature of cognitive, affective, and behavioral components of study participants’ attitudes. Study participants had strong affective engagement. However, the results revealed a noticeable imbalance between emotional concern and practical readiness. This research highlighted that DS content in preschool teacher education programs has not kept up to date with global digital advances. Consequently, there is a need to adopt coherent content of practice-oriented approaches to DS in preschool teacher education programs. This paper further extends the body of theory on PSECEs attitudes toward supporting DS of preschool children and provides new insights into the educator candidates’ cognitive, affective, and behavioral attitudes.
Modular learning for preparing preschool teachers to develop algorithmic skills in early childhood Dariga Azimbayeva; Ulbossyn Kyyakbayeva; Gulbakhira Shirinbayeva; Saule Yerkebayeva; Aliya Kosshygulova; Galiya Abilbakieva; Nazira Atemkulova
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.37826

Abstract

Modular learning (ML) provides flexibility in the educational process, supports individualized learning, and emphasizes the practical competencies of future educators. This study assessed the impact of ML on the effectiveness of training future educators to develop algorithmic skills (AS) in preschool children. The study employed a quantitative approach using an experimental design. A total of 320 students were selected from Abai Kazakh National Pedagogical University. The assignment procedure was randomized within each program to ensure a balanced distribution of participants across groups. Results indicated that the experimental group (EG) demonstrated significant improvements in professional competencies, confidence in applying AS, and practical skills. Differences between the experimental and control groups (CG) were statistically significant across all measures (p<0.001). The findings confirm that a ML approach, combining theory, practice, and reflection, effectively enhances the readiness of future preschool teachers to foster algorithmic thinking in children. These results highlight the efficacy of ML for improving teacher training programs and suggest its applicability in diverse educational contexts.
Enhancing emotional resilience in pre-service early childhood educators through digital learning environments Gulmira Mombiyeva; Ulbossyn Kyyakbayeva; Perizat Dautkaliyeva; Zhanna Zhunisbekova; Zhanar Saduova; Zhaxygul Issayeva
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.39637

Abstract

Emotional resilience (ER) is a critical competence for pre-service teachers, enabling them to manage stress, adapt to change, and maintain professional functioning. Digital learning (DL) environments present both challenges and opportunities for developing ER, yet empirical studies on structured interventions in these contexts remain limited, particularly in early childhood education (ECE). This study examined the effect of a structured DL intervention on the development of ER among pre-service teachers in ECE contexts in Kazakhstan. A quasi-experimental pretest-posttest design with non-equivalent groups was employed, involving 165 female pre-service teachers. The intervention included scaffolded digital tasks, reflective exercises, and instructor-led feedback. Baseline ER scores were comparable between groups. Following the intervention, participants in the experimental group (EG) demonstrated significantly higher ER compared to those in the control group (CG). These results indicate that structured DL interventions can effectively enhance ER by fostering adaptive coping, self-regulation, and problem-solving skills. Embedding scaffolded digital tasks combined with reflection and feedback into teacher education programs may support the preparation of resilient, reflective, and emotionally competent educators.
Co-Authors Aliya Kosshygulova Assem Bulshekbayeva Dariga Azimbayeva Galiya Abilbakieva Gulbakhira Shirinbayeva Gulmira Mombiyeva Kaliya Akhataeva Nazira Atemkulova Perizat Dautkaliyeva Saule Yerkebayeva Zhanar Saduova Zhanna Assankhanova Zhanna Zhunisbekova Zhaxygul Issayeva