Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE)
Zhanna Zhunisbekova
South Kazakhstan University named after M. Auezov
Education

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
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 Gulmira Mombiyeva Perizat Dautkaliyeva Ulbossyn Kyyakbayeva Zhanar Saduova Zhaxygul Issayeva